WorldWideScience

Sample records for undergraduate teaching programmes

  1. The Teaching of Ethics in Undergraduate Accounting Programmes: The Students' Perspective

    Science.gov (United States)

    Graham, Alan

    2012-01-01

    This paper solicits the views of students in order to assess the goals and effectiveness of the teaching of ethics in undergraduate Accounting programmes. Using a survey and interviews, the opinions of second-year undergraduate students at a UK university were obtained. Their perception of the aims and importance of ethics and their preferred…

  2. Bridging the education-action gap: a near-peer case-based undergraduate ethics teaching programme.

    Science.gov (United States)

    Kong, Wing May; Knight, Selena

    2017-10-01

    Undergraduate ethics teaching has made significant progress in the past decade, with evidence showing that students and trainee doctors feel more confident in identifying and analysing ethical issues. There is general consensus that ethics education should enable students and doctors to take ethically appropriate actions, and nurture moral integrity. However, the literature reports that doctors continue to find it difficult to take action when faced with perceived unethical behaviour. This has been evident in recent healthcare scandals, in which care has fallen below acceptable ethical standards, despite the presence of professional ethical guidelines and competencies. The National Foundation Training Programme forms the first 2 years of training for new UK doctors. We designed a Foundation Doctor (FD)-led teaching programme in which medical students were invited to bring cases and experiences from clinical placements for small group discussion facilitated by FDs. The aim was to enable students to act ethically in practice through developing moral sensitivity and moral identity, together with skills in ethical reasoning and tools to address barriers to taking ethical action. FDs were chosen as facilitators, based on the evidence that near-peer is an effective form of teaching in medicine and may provide positive role models for students. This article reviews the background rationale for the programme and its design. Important themes emerging from the case discussions are explored. Student and FD facilitator feedbacks are evaluated, and practical challenges to the implementation of this type of programme are discussed. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  3. Teaching undergraduate astrophysics with PIRATE

    Science.gov (United States)

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

    2014-12-01

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

  4. A review of teaching skills development programmes for medical students.

    Science.gov (United States)

    Marton, Gregory E; McCullough, Brendan; Ramnanan, Christopher J

    2015-02-01

    The CanMEDS role of Scholar requires that medical trainees develop their skills as medical educators. The development of teaching skills in undergraduate medical students is therefore desirable, especially in view of the teaching obligations in residency programmes. The goal of this review was to identify the characteristics and outcomes of programmes designed to develop the teaching skills of undergraduate medical students. The authors searched medical literature databases using combinations of the search terms 'medical student', 'teacher', 'teaching skills', 'peer teaching', 'near-peer teaching' and 'student as teacher'. Twenty papers fit the predetermined search criteria, which included original characterisations of specific programmes involving undergraduate medical students. Three types of initiative were identified in the reviewed articles: peer teaching programmes; teaching workshops, and community outreach programmes. The majority of study participants were students in Years 3 and 4. Subjective self-evaluation by participants using Likert scale-based surveys was by far the most commonly used method of measuring project outcomes. Objective, quantitative teaching-related outcomes were rarely noted in the reports reviewed. Self-perceived improvements in teaching skills were noted by participants in most of the reports. Other perceived benefits included increases in organisational skills, knowledge and confidence in giving feedback. Although several types of programmes have been shown to subjectively improve the teaching skills of undergraduate medical students, characterisation of the objective outcomes of these initiatives is lacking and requires further study. © 2015 John Wiley & Sons Ltd.

  5. Teaching Economic Forecasting to Undergraduates.

    Science.gov (United States)

    Donihue, Michael R.

    1995-01-01

    Contends that academic departments have come under increasing scrutiny in terms of the scope of curriculum and teaching methods. Describes a senior undergraduate economics course in which the primary objective was to give students opportunities to combine theoretical training with quantitative skills and apply them to real-world problems. (CFR)

  6. Teaching undergraduate biomechanics with Just-in-Time Teaching.

    Science.gov (United States)

    Riskowski, Jody L

    2015-06-01

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

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

    Science.gov (United States)

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

    2016-06-01

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

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

    Science.gov (United States)

    Deacon, Christopher; Hajek, Allyson; Schulz, Henry

    2017-11-01

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

  9. Teaching Old French Literature to Undergraduates.

    Science.gov (United States)

    Stewart, Harry E.

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

  10. Teaching and Research at Undergraduate Institutions

    Science.gov (United States)

    Garg, Shila

    2006-03-01

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

  11. Cultures of Undergraduate Teaching at Research Universities.

    Science.gov (United States)

    Serow, Robert C.; Van Dyk, Pamela B.; McComb, Errin M.; Harrold, Adrian T.

    2002-01-01

    Data from five campuses revealed an explicitly oppositional culture among faculty committed to undergraduate teaching, which questions both the Scholarship of Teaching model and the ethos of competitive achievement. The views echo the longstanding populist tradition within U.S. higher education and represent a potential counterforce to the recent…

  12. Teaching Astrophysics to Upper Level Undergraduates

    Science.gov (United States)

    Van Dorn Bradt, Hale

    2010-03-01

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

  13. Teaching nuclear and radiochemistry at undergraduate colleges

    International Nuclear Information System (INIS)

    Kinard, W.F.

    1993-01-01

    A large fraction of the potential graduate students in chemistry come from undergraduate colleges. The exposure of these students to the field of nuclear and radiochemistry is limited by the fact that few professionals actively involved in the field teach at these schools. There is also increasing competition for the limited number of chemistry students by other chemical specializations. Innovative approaches such as a short course to introduce students to nuclear and radiochemistry and some of the needs for undergraduate teaching are discussed. (author) 6 refs.; 2 figs

  14. Curriculum Innovation in Undergraduate Accounting Degree Programmes through "Virtual Internships"

    Science.gov (United States)

    Bayerlein, Leopold

    2015-01-01

    Purpose: The purpose of this paper is to discuss major criticisms of traditional undergraduate accounting programmes and to introduce virtual internships as a curriculum innovation that addresses these criticisms. Design/methodology/approach: The main aim of the paper is to inspire curriculum innovation in accounting programmes though the…

  15. Teaching Undergraduates to Think Like Scientists

    Science.gov (United States)

    Caccavo, Frank, Jr.

    2009-01-01

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

  16. The evolution of global health teaching in undergraduate medical curricula

    Directory of Open Access Journals (Sweden)

    Rowson Mike

    2012-11-01

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

  17. The evolution of global health teaching in undergraduate medical curricula.

    Science.gov (United States)

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

    2012-11-13

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

  18. Critiquing effectuation in the undergraduate entrepreneurship teaching

    DEFF Research Database (Denmark)

    Günzel-Jensen, Franziska; Robinson, Sarah

    effectuation it must be considered as a critical element from the initial meeting with the students. Teaching undergraduate students presents a range of challenges and teachers of entrepreneurship need to carefully consider how they approach teaching of effectuation in the classroom. Value....../Originality: This paper makes a two important contributions: First, we add to the literature on entrepreneurship education by informing the gap in our understanding of the mis-match between what we want to achieve and what we actually achieve in our classrooms when teaching effectuation. Second, we contribute...

  19. Radiochemistry in chemistry and chemistry related undergraduate programmes in Argentina

    International Nuclear Information System (INIS)

    Fornaciari Iljadica, M.C.; Furnari, J.C.; Cohen, I.M.

    2006-01-01

    The evolution of education in Argentina at the university level is described. The detailed search of the educational offer shows that less than half of the universities (35 out of 92) include chemistry and chemistry related undergraduate programmes in their curriculum. The revision of the position of radiochemistry in these programmes reveals that only seven courses on radiochemistry are currently offered. Radiochemistry is included only in few programmes in chemistry and biochemistry. With respect to the programmes in chemical engineering the situation is worse. This offer is strongly concentrated in Buenos Aires and its surroundings. (author)

  20. Registrars teaching undergraduate medical students

    African Journals Online (AJOL)

    196 October 2016, Vol. 8, No. 2 AJHPE. Research. The Health Professions Council of South Africa (HPCSA) is the overall ... benefits of teaching medical students are also seen in the knowledge acquired by ... Burch[11] emphasised the importance of assessment in the workplace, including .... stressed out (n=1). Benefits of ...

  1. Nontraditional Student Withdrawal from Undergraduate Accounting Programmes: A Holistic Perspective

    Science.gov (United States)

    Fortin, Anne; Sauvé, Louise; Viger, Chantal; Landry, France

    2016-01-01

    A collaborative project of several Quebec universities, this study investigates nontraditional student withdrawal from undergraduate accounting programmes. A nontraditional student is older than 24, or is a commuter or a part-time student, or combines some of these characteristics. Univariate and multivariate analyses of student dropout factors…

  2. Mental health teaching to UK psychology undergraduates: report of a survey

    OpenAIRE

    Cromby, John; Harper, David J.; Reavey, Paula

    2008-01-01

    One of the limitations on developing more progressive applied psychology\\ud training is the teaching received by students at undergraduate level. In this\\ud study, we focus on the provision of teaching about mental health or its\\ud equivalents (e.g. abnormal psychology and clinical psychology) on UK\\ud undergraduate psychology programmes. Most students who go on to train as\\ud clinical psychologists will have received teaching on modules like these. A\\ud survey questionnaire was sent to 109 u...

  3. Teaching in English-medium programmes

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Cozart, Stacey Marie

    in such a way that they take into account their students’ diverse cultural and linguistic backgrounds and use them as a strength in the classroom; and they should be able to engage all students in joint learning activities so that both the Danish and the international students benefit from the programme......This contribution describes and discusses the module Teaching in English-medium programmes, an elective module offered as part of the teacher training programme for assistant professors (“adjunktpædagogikum”) at Aarhus University. In order to complete the whole programme, assistant professors must...... have at least one such elective module (http://upnet.au.dk/adjunktkursus/). Aarhus University offers the teacher training programme in Danish and in English for international faculty. Teaching in English-medium programmes is part of the Danish track, but taught through English. Building...

  4. Teaching design engineering in an interdisciplinary programme

    NARCIS (Netherlands)

    Wits, Wessel Willems; Homminga, Jasper Johan; Endedijk, Maaike Dorine; Visscher, Klaasjan; Krab-Hüsken, Leonie; van den Berg, Frank; Wilhelm, P.

    2014-01-01

    ATLAS, the Academy of Technology and Liberal Arts & Sciences, is an interdisciplinary three-year Bachelor of Science honours programme for talented students that opened its doors in September 2013. This international programme uses the concept of project-led education to teach students to integrate

  5. Teaching Chemical Equilibrium and Thermodynamics in Undergraduate General Chemistry Classes.

    Science.gov (United States)

    Banerjee, Anil C.

    1995-01-01

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

  6. Does the Pedagogy for the Teaching of First Year Undergraduate Laboratory Practicals Still Meet the Needs of the Curriculum?

    OpenAIRE

    Ann Hopper

    2014-01-01

    This work examines the teaching approach for chemistry laboratory practicals for first year undergraduate students to determine if the underpinning pedagogical strategy meets the requirements for these students for the remainder of their undergraduate programme. This is based on the knowledge, skills, content and learning outcomes for undergraduate chemistry courses. This work aims to enhance the first year experience of chemistry education by facilitating greater student engagement and “deep...

  7. Teaching Psychological and Social Gerontology to Millennial Undergraduates

    Science.gov (United States)

    Siegal, Brittany; Kagan, Sarah H.

    2012-01-01

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

  8. Undergraduate Teaching and Learning Evaluation: Focus on the Mechanism

    Science.gov (United States)

    Dongmei, Zeng; Jiangbo, Chen

    2009-01-01

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

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

    Science.gov (United States)

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

    2007-01-01

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

  10. Crossing professional barriers with peer-assisted learning: undergraduate midwifery students teaching undergraduate paramedic students.

    Science.gov (United States)

    McLelland, Gayle; McKenna, Lisa; French, Jill

    2013-07-01

    Peer assisted learning (PAL) has been shown in undergraduate programmes to be as effective as learning from instructors. PAL is a shared experience between two learners often with one being more senior to the other but usually both are studying within the same discipline. Interprofessional education occurs when two or more professionals learn with, from and about each other. Benefits of PAL in an interprofessional context have not been previously explored. As part of a final year education unit, midwifery students at Monash University developed workshops for second year undergraduate paramedic students. The workshops focused on care required during and after the birth of the baby. To investigate the benefits of an interprofessional PAL for both midwifery and paramedic students. Data for this project were obtained by both quantitative and qualitative methods. Questionnaires were distributed to both cohorts of students to explore experiences of peer teaching and learning. Results were analysed using Statistical Package for Social Sciences (SPSS). Focus groups were conducted separately with both cohorts of students and transcripts analysed using a thematic approach. Response rates from the midwifery and paramedic students were 64.9% and 44.0% respectively. The majority of students regardless of discipline enjoyed the interprofessional activity and wanted more opportunities in their curricula. After initial anxieties about teaching into another discipline, 97.3 (n = 36) of midwifery students thought the experience was worthwhile and personally rewarding. Of the paramedic students, 76.9% (n = 60) reported enjoying the interaction. The focus groups supported and added to the quantitative findings. Both midwifery and paramedic students had a new-found respect and understanding for each other's disciplines. Midwifery students were unaware of the limited knowledge paramedics had around childbirth. Paramedic students admired the depth of knowledge displayed by the midwifery

  11. Evaluation of a web-based ECG-interpretation programme for undergraduate medical students.

    Science.gov (United States)

    Nilsson, Mikael; Bolinder, Gunilla; Held, Claes; Johansson, Bo-Lennart; Fors, Uno; Ostergren, Jan

    2008-04-23

    Most clinicians and teachers agree that knowledge about ECG is of importance in the medical curriculum. Students at Karolinska Institute have asked for more training in ECG-interpretation during their undergraduate studies. Clinical tutors, however, have difficulties in meeting these demands due to shortage of time. Thus, alternative ways to learn and practice ECG-interpretation are needed. Education offered via the Internet is readily available, geographically independent and flexible. Furthermore, the quality of education may increase and become more effective through a superior educational approach, improved visualization and interactivity. A Web-based comprehensive ECG-interpretation programme has been evaluated. Medical students from the sixth semester were given an optional opportunity to access the programme from the start of their course. Usage logs and an initial evaluation survey were obtained from each student. A diagnostic test was performed in order to assess the effect on skills in ECG interpretation. Students from the corresponding course, at another teaching hospital and without access to the ECG-programme but with conventional teaching of ECG served as a control group. 20 of the 32 students in the intervention group had tested the programme after 2 months. On a five-graded scale (1- bad to 5 - very good) they ranked the utility of a web-based programme for this purpose as 4.1 and the quality of the programme software as 3.9. At the diagnostic test (maximal points 16) by the end of the 5-month course at the 6th semester the mean result for the students in the intervention group was 9.7 compared with 8.1 for the control group (p = 0.03). Students ranked the Web-based ECG-interpretation programme as a useful instrument to learn ECG. Furthermore, Internet-delivered education may be more effective than traditional teaching methods due to greater immediacy, improved visualisation and interactivity.

  12. Evaluation of a web-based ECG-interpretation programme for undergraduate medical students

    Directory of Open Access Journals (Sweden)

    Johansson Bo-Lennart

    2008-04-01

    Full Text Available Abstract Background Most clinicians and teachers agree that knowledge about ECG is of importance in the medical curriculum. Students at Karolinska Institutet have asked for more training in ECG-interpretation during their undergraduate studies. Clinical tutors, however, have difficulties in meeting these demands due to shortage of time. Thus, alternative ways to learn and practice ECG-interpretation are needed. Education offered via the Internet is readily available, geographically independent and flexible. Furthermore, the quality of education may increase and become more effective through a superior educational approach, improved visualization and interactivity. Methods A Web-based comprehensive ECG-interpretation programme has been evaluated. Medical students from the sixth semester were given an optional opportunity to access the programme from the start of their course. Usage logs and an initial evaluation survey were obtained from each student. A diagnostic test was performed in order to assess the effect on skills in ECG interpretation. Students from the corresponding course, at another teaching hospital and without access to the ECG-programme but with conventional teaching of ECG served as a control group. Results 20 of the 32 students in the intervention group had tested the programme after 2 months. On a five-graded scale (1- bad to 5 – very good they ranked the utility of a web-based programme for this purpose as 4.1 and the quality of the programme software as 3.9. At the diagnostic test (maximal points 16 by the end of the 5-month course at the 6th semester the mean result for the students in the intervention group was 9.7 compared with 8.1 for the control group (p = 0.03. Conclusion Students ranked the Web-based ECG-interpretation programme as a useful instrument to learn ECG. Furthermore, Internet-delivered education may be more effective than traditional teaching methods due to greater immediacy, improved visualisation and

  13. Imitation in Undergraduate Teaching and Learning

    Science.gov (United States)

    Zhou, Jiangyuan; Guo, Wei

    2016-01-01

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

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

    DEFF Research Database (Denmark)

    Pulcini, C; Wencker, F; Frimodt-Møller, N

    2015-01-01

    We surveyed European medical schools regarding teaching of prudent antibiotic prescribing in the undergraduate curriculum. We performed a cross-sectional survey in 13 European countries (Belgium, Croatia, Denmark, France, Germany, Italy, Netherlands, Norway, Serbia, Slovenia, Spain, Switzerland...... the study design, these are probably optimistic results. Teaching of prudent antibiotic prescribing principles should be improved. National and European programmes for development of specific learning outcomes or competencies are urgently needed....... pharmacology. In-depth interviews were conducted with four lecturers. Thirty-five of 37 medical schools were included in the study. Prudent antibiotic use principles were taught in all but one medical school, but only four of 13 countries had a national programme. Interactive teaching formats were used less...

  15. Undergraduate teaching in UK general practice: a geographical snapshot.

    Science.gov (United States)

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

    2014-06-01

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

  16. Scenario-based teaching in undergraduate medical education

    Directory of Open Access Journals (Sweden)

    Patel K

    2016-12-01

    Full Text Available Kunj Patel, Omar El Tokhy Faculty of Medicine, Imperial College London, London, UKWe read with great interest the study by Frost et al1 which highlights the importance of scenario-based teaching (SBT of clinical communication in medical undergraduate pediatrics teaching. SBT involves students navigating a storyline based around a complex problem, running in parallel with case-based learning. We were impressed by the results of the SBT program at Cardiff University School of Medicine. As medical students currently on our pediatric rotation at Imperial College London, we have experienced at first hand the benefits of SBT. Throughout the placement, it continues to help us tackle the complexities which arise when communicating with children and their families. We have noted its particular benefit in breaking bad news to families. Without effective teaching on this particular scenario, a failure to grasp this skill could exacerbate patient and parent concerns. Much like the authors of this study highlight,1 we believe specific teaching on communication skills should be a mandatory part of medical undergraduate education at every institution. Imperial College School of Medicine has developed a similar teaching style which has been unparalleled in its benefit to us during our pediatric rotation. Although there is scant literature available specifically addressing communicating with children and parents at undergraduate level, the use of SBT throughout undergraduate medical teaching should not be underestimated. Read the original paper by Frost et al

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

    Science.gov (United States)

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

    2009-01-01

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

  18. The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience

    Directory of Open Access Journals (Sweden)

    Kelly A. Schalk

    2009-12-01

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

  19. Inclination of undergraduate medical students towards teaching as career

    OpenAIRE

    Apturkar, D. K.; Dandekar, Usha K.; Dandkar, Kundankumar Narayan; Jorwekar, Golul Jayant; Baviskar, Padmakar Kashinath

    2014-01-01

    Introduction: There is acute shortage of teachers in medical field and very few new members are joining this noble profession. The shortage of medical teachers is resulting in decrease of teaching quality, decrease in number of medical seats and the country is losing its education standard worldwide.Aims: To find out the view and inclination of undergraduate medical students towards teaching as career.Objectives: It is an attempt to find possible reasons preventing or stimulating the undergra...

  20. Sustainability Matters for Undergraduate Teaching and Learning

    Science.gov (United States)

    Fry, Catherine L.; Wei, Cynthia A.

    2015-01-01

    A growing body of evidence shows that infusing sustainability into undergraduate courses and programs can simultaneously benefit institutional goals, student learning outcomes, and society at large. In addition to being a globally relevant and urgent topic, sustainability can enhance learning of disciplinary concepts and development of broad…

  1. The Lack of Interdisciplinarity in Undergraduate Geography Teaching in Turkey

    Science.gov (United States)

    Bilgili, Münür

    2018-01-01

    The aim of this study is to understand and explore interdisciplinarity in geography and undergraduate geography courses in geography teaching departments in Turkey. There is a growing literature in science underscoring the importance of interdisciplinary approach and its beneficial outcomes. Increasing body of knowledge on social theory, on…

  2. Teaching the Scientific Study of International Relations to Undergraduates.

    Science.gov (United States)

    Bennett, D. Scott

    2002-01-01

    Discusses how theory and science are integrated into "Introduction to International Relations" and "International Relations Theory", two undergraduate courses at Pennsylvania State University (University Park). Highlights five issues that are used in the author's approach to teaching theory and science. (CMK)

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

    Science.gov (United States)

    Andreopoulos, Giuliana Campanelli; Panayides, Alexandros

    2009-01-01

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

  4. Reflections on Our First Calculus Undergraduate Teaching Assistant

    Science.gov (United States)

    Deshler, Jessica M.

    2016-01-01

    This article describes some reflections from the first Calculus I undergraduate teaching assistant in our department as she explored the various ways in which she was able to support both novice and experienced Calculus teachers and the effect of her experience on her academic and career plans.

  5. [Educating Speech Graduates and Undergraduates for Careers Other Than Teaching.

    Science.gov (United States)

    Hall, Robert N., Ed.

    1976-01-01

    The theme of this issue of "The ACA Bulletin" is the education of speech undergraduates and graduates for careers other than teaching. Included in this issue are such articles as "Employment of Speach Communication Graduates: A Rewiew of Problems and Prospects" by Robert Hall; "Employer Images of Speech Communication Majors: A Question of…

  6. Increasing Effectiveness in Teaching Ethics to Undergraduate Business Students.

    Science.gov (United States)

    Lampe, Marc

    1997-01-01

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

  7. Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes

    Science.gov (United States)

    Kensington-Miller, Barbara; Sneddon, Jamie; Yoon, Caroline; Stewart, Sepideh

    2013-01-01

    Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study…

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Moodley, Keymanthri

    2007-11-01

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

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

    Science.gov (United States)

    Moodley, Keymanthri

    2007-01-01

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

  11. Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes.

    Science.gov (United States)

    Kiteley, Robin J; Ormrod, Graham

    2009-08-01

    E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

  12. Evoking excellence with special undergraduate programmes: A German-Dutch comparison.

    NARCIS (Netherlands)

    Julia Moeller; Drs. Lyndsay Drayer

    2011-01-01

    This presentation compares the two main gifted education programmes for undergraduate students in the Netherlands and Germany. The programmes were evaluated and will be compared in terms of the institutions involved, the educational objectives pursued, the nature of support provided to the

  13. Evoking excellence with special undergraduate programmes : a German-Dutch comparison

    NARCIS (Netherlands)

    Drayer, Lyndsay; Moeller, Julia

    2011-01-01

    This presentation compares the two main gifted education programmes for undergraduate students in the Netherlands and Germany. The programmes were evaluated and will be compared in terms of the institutions involved, the educational objectives pursued, the nature of support provided to the students,

  14. Inclusion of entrepreneurial competencies within the undergraduate programme

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Woge

    2016-01-01

    3rd European Congress on Physiotherapy Education with a platform representation “Inclusion of entrepreneurial competencies within the undergraduate programme”2012.......3rd European Congress on Physiotherapy Education with a platform representation “Inclusion of entrepreneurial competencies within the undergraduate programme”2012....

  15. Teaching Real Business Cycles to Undergraduates

    Science.gov (United States)

    Brevik, Frode; Gartner, Manfred

    2007-01-01

    The authors review the graphical approach to teaching the real business cycle model introduced in Barro. They then look at where this approach cuts corners and suggest refinements. Finally, they compare graphical and exact models by means of impulse-response functions. The graphical models yield reliable qualitative results. Sizable quantitative…

  16. Incorporating Concept Sketching into Teaching Undergraduate Geomorphology

    Science.gov (United States)

    Reusser, Lucas J.; Corbett, Lee B.; Bierman, Paul R.

    2012-01-01

    Constructing concept sketches (diagrams annotated with short captions in which students demonstrate their understanding of form, process, and interactions) provides a new and different way to teach Earth surface processes and assess the depth of student learning. During a semester-long course in Geomorphology, we used concept sketches as an…

  17. the role of teaching practice in teacher education programmes

    African Journals Online (AJOL)

    Global Journal

    is intended to bridge theory and practice by providing opportunity for ... decisions and changes that lead to programme improvement. .... climate for learning. ✓ Identify and use .... Canada's Ethical Standards for the Teaching. Profession.

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

    Science.gov (United States)

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

    2013-10-01

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

  19. TEACHING METHODS IN MBA AND LIFELONG LEARNING PROGRAMMES FOR MANAGERS

    Directory of Open Access Journals (Sweden)

    Jarošová, Eva

    2017-09-01

    Full Text Available Teaching methods in MBA and Lifelong Learning Programmes (LLP for managers should be topically relevant in terms of content as well as the teaching methods used. In terms of the content, the integral part of MBA and Lifelong Learning Programmes for managers should be the development of participants’ leadership competencies and their understanding of current leadership concepts. The teaching methods in educational programmes for managers as adult learners should correspond to the strategy of learner-centred teaching that focuses on the participants’ learning process and their active involvement in class. The focus on the participants’ learning process also raises questions about whether the programme’s participants perceive the teaching methods used as useful and relevant for their development as leaders. The paper presents the results of the analysis of the responses to these questions in a sample of 54 Czech participants in the MBA programme and of lifelong learning programmes at the University of Economics, Prague. The data was acquired based on written or electronically submitted questionnaires. The data was analysed in relation to the usefulness of the teaching methods for understanding the concepts of leadership, leadership skills development as well as respondents’ personal growth. The results show that the respondents most valued the methods that enabled them to get feedback, activated them throughout the programme and got them involved in discussions with others in class. Implications for managerial education practices are discussed.

  20. Issues in the Learning Context of Undergraduate Physiotherapy Programme at a Premier Medical School in Zambia

    Directory of Open Access Journals (Sweden)

    Christian C Ezeala

    2018-01-01

    phenomena in the programme and adds to the literature on learning environments of Physiotherapy education in Africa.Keywords: DREEM, EDUCATIONAL ENVIRONMENT, PHYSIOTHERAPY, TEACHING AND LEARNING, UNDERGRADUATE STUDENTS

  1. Sustainable development as a challenge for undergraduate students: the module "Science bears responsibility" in the Leuphana bachelor's programme : commentary on "a case study of teaching social responsibility to doctoral students in the climate sciences".

    Science.gov (United States)

    Michelsen, Gerd

    2013-12-01

    The Leuphana Semester at Leuphana University Lüneburg, together with the module "Science bears responsibility" demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to adequately deal with this complexity, then it is necessary to develop inter- and transdisciplinary approaches that go beyond a purely specialist orientation.

  2. The Graduating European Dentist: Contemporaneous Methods of Teaching, Learning and Assessment in Dental Undergraduate Education.

    Science.gov (United States)

    Field, J C; Walmsley, A D; Paganelli, C; McLoughlin, J; Szep, S; Kavadella, A; Manzanares Cespedes, M C; Davies, J R; DeLap, E; Levy, G; Gallagher, J; Roger-Leroi, V; Cowpe, J G

    2017-12-01

    It is often the case that good teachers just "intuitively" know how to teach. Whilst that may be true, there is now a greater need to understand the various processes that underpin both the ways in which a curriculum is delivered, and the way in which the students engage with learning; curricula need to be designed to meet the changing needs of our new graduates, providing new, and robust learning opportunities, and be communicated effectively to both staff and students. The aim of this document is to draw together robust and contemporaneous methods of teaching, learning and assessment that help to overcome some of the more traditional barriers within dental undergraduate programmes. The methods have been chosen to map specifically to The Graduating European Dentist, and should be considered in parallel with the benchmarking process that educators and institutions employ locally. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  3. Evoking excellence with special undergraduate programmes: A German-Dutch comparison.

    OpenAIRE

    Moeller, Julia; Drayer, Lyndsay

    2011-01-01

    This presentation compares the two main gifted education programmes for undergraduate students in the Netherlands and Germany. The programmes were evaluated and will be compared in terms of the institutions involved, the educational objectives pursued, the nature of support provided to the students, and the anticipated effects (Netherlands), respectively the achieved effects (Germany). The Dutch study focuses on the Sirius Program established by the Dutch government which invited universities...

  4. Zimbabwe's Better Environmental Science Teaching Programme: A ...

    African Journals Online (AJOL)

    ) programme within the context of education for sustainable development (ESD). The first part of the paper briefly reviews developments in environmental education in southern Africa within the broader scope and goals of ESD and draws some ...

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

    Science.gov (United States)

    Ralston, Sarah L

    2012-12-01

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

  6. Teaching science and ethics to undergraduates: a multidisciplinary approach.

    Science.gov (United States)

    McGowan, Alan H

    2013-06-01

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

  7. Students' Response to Curriculum Review of Undergraduate Religion/Education Programme

    Science.gov (United States)

    Eluu, Patrick E.

    2015-01-01

    This paper examines the imperative and students' response to curriculum review of undergraduate Religion/Education programme in Ebonyi State University, Abakaliki, Nigeria. The study was a survey type and a fifteen (15) item questionnaire was designed to elicit response from the respondents. The population of the study comprised all the second…

  8. The Challenges of Incorporating ePortfolio into an Undergraduate Nursing Programme

    Science.gov (United States)

    Haggerty, Carmel; Thompson, Trish

    2017-01-01

    Registered nurses today are required to maintain a portfolio of evidence of their competence to practice. This evidence collection commences at undergraduate level with nursing programmes requiring portfolio's as assessments, which are often submitted in hard copy. This paper describes the outcome when a small group of tutorial staff introduced…

  9. Student Views on Assessment Activities: Perspectives from Their Experience on an Undergraduate Programme

    Science.gov (United States)

    Healy, Margaret; McCutcheon, Maeve; Doran, John

    2014-01-01

    Research on assessment activities has considered student responses to specific initiatives, but broader concerns underlying these responses have not been fully explored. Using a survey methodology, this paper explores how students view assessment activities, from the perspective of their experience on a four-year undergraduate programme,…

  10. Introducing Programmable Logic to Undergraduate Engineering Students in a Digital Electronics Course

    Science.gov (United States)

    Todorovich, E.; Marone, J. A.; Vazquez, M.

    2012-01-01

    Due to significant technological advances and industry requirements, many universities have introduced programmable logic and hardware description languages into undergraduate engineering curricula. This has led to a number of logistical and didactical challenges, in particular for computer science students. In this paper, the integration of some…

  11. Zimbabwe's Better Environmental Science Teaching Programme

    African Journals Online (AJOL)

    engage learners in collaborative reflection and learning from direct experience. A direct ... (3) To improve teaching and learning in all subjects in primary schools through .... Informal interviews were also conducted with community members.

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

    Science.gov (United States)

    MacDonald-Wicks, Lesley; Levett-Jones, Tracy

    communication skills can be taught, although proven learning strategies should be the basis of any communication teaching. It is reported that the communication skills teachers themselves be trained in communication skills and assessment of communication skills should be an important component of the health professionals' accreditation. Not only should the communication skills of the teacher be evaluated but the teaching modules within the program should also be evaluated on a regular basis.In all cases of communication teaching, strong faculty support is required for any communication skills programme to be successful. Early introduction of communication skills programmes, which are continued throughout all the years of the curriculum, has been shown to be effective in improving confidence and reducing the number of errors made and establishing a more permanent understanding of communication. Throughout the undergraduate degree, increased integration between communication and clinical teaching is important in learning to use the two skill sets together, so as to closely reflect what happens in clinical practice. Research suggests that communication training is most effective when longitudinal in nature and coincides with ongoing professional practice education.Many studies have shown that communication skills programmes with a strong experimental and/or practical component are more effective than programmes that are solely theory or discussion based. Simulations and role-play are effective instructional methods for developing communication skills including opening and closing consultations, conducting the consultation in a logical manner, improving body language, using language at the level of understanding of the patient and using clear verbal and written communication. One particular strategy that has been shown to be effective is the use of videotaped consultations with standardised patients.Although measuring the effectiveness of communication skills training is difficult

  13. A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.

    Science.gov (United States)

    Alkhateeb, Haitham M; Abed, Adnan S

    2003-10-01

    This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

  14. Evaluation of Undergraduate Teaching at Institutions of Higher Education in China: Problems and Reform

    Science.gov (United States)

    Yukun, Chen

    2009-01-01

    This paper reviews the achievements of the first cycle of undergraduate teaching evaluation at institutions of higher education in China. Existing problems are identified, and suggestions are made for corresponding reforms for improving the standard and quality of China's undergraduate teaching evaluation.

  15. Teaching styles used in Malawian BSN programmes: a survey of nurse educator preferences.

    Science.gov (United States)

    Chilemba, Evelyn B; Bruce, Judith C

    2015-02-01

    This paper describes the teaching styles employed by Malawian nurse educators in the four year Bachelor of Science in Nursing (BSN) programme, according to Grasha's (1996) five teaching styles. An analysis of the educational processes of undergraduate nurses in Malawi followed anecdotal reports from stakeholders on the low levels of nurses' performance in the workplace. It was postulated that, in most instances, nursing students are exposed to traditional teaching approaches that do not equip them with skills for a demanding and ever-changing healthcare system. A survey was conducted as part of a two-phased, sequential, explanatory mixed methods study. The target population comprised fifty nurse educators (N=50) who were invited to participate in the survey. Data were collected using Grasha's Teaching Styles Inventory (Version 3.0). A total of 44 inventories (n=44) were returned amounting to a response rate of 88%. Survey results were analysed using the Statistical Package for the Social Sciences (SPSS), version 16.0. Descriptive statistics were used to analyse the data. The Expert and Delegator teaching styles were moderately preferred (x̅ 4.02; SD 1.06) by the majority of nurse educators (70.45%; n=31 and 86.36%; n=38 respectively). The Facilitator teaching style was the least preferred (x̅ 3.7; SD 1.43) by 66.90% of educators (n=29), who also reported weak facilitative skills in the sub-scales. Similarly, educators reported a low preference for the Personal Model teaching style (x̅ 3.6; SD 1.17). Teacher-centred styles tend to dominate the teaching activities of Malawian nurse educators in the BSN programme. Facilitative pedagogical approaches must be encouraged coupled with appropriate staff development that enables educators to facilitate learning with confidence, competence and self-efficacy. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

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

    2015-04-01

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

  17. Restructuring Post-School Science Teaching Programmes

    Indian Academy of Sciences (India)

    OFFICE USER

    system available to those passing out of the +2 level in Science stream. II) The first .... University Grants Commission, whole-heartedly supported the ... interdisciplinary curricula and stimulating teaching methods that evoke ... water or electricity supply. .... share with you for inclusiveness, there are several decisions taken by.

  18. Raising a Programmer: Teaching Saudi Children How to Code

    Science.gov (United States)

    Meccawy, Maram

    2017-01-01

    Teaching computer coding to children from a young age provides with them a competitive advantage for the future in a continually changing workplace. Programming strengthens logical and critical thinking as well as problem-solving skills, which lead to creative solutions for today's problems. The Little Programmer is an application for mobile…

  19. The role of active teaching programmes in academic skills ...

    African Journals Online (AJOL)

    The role of active teaching programmes in academic skills enhancement of Grade 12 Learners in the Stellenbosch Region. ... The premise of this study focused on the holistic approach to the human body, mainly the connection between the brain and the body. Learners attend school as holistic beings and both the body ...

  20. Evaluation of a computer-based teaching programme (CBTP ...

    African Journals Online (AJOL)

    ... opportunity to accept responsibility for learning, to identify learning needs and to follow a deep approach to learning. The criteria taken into account in the development of the CBTP were classified into three categories, namely teaching effectiveness, cosmetic, programme and curriculum effectiveness and were eventually ...

  1. A computer-based teaching programme (CBTP) developed for ...

    African Journals Online (AJOL)

    The nursing profession, like other professions, is focused on preparing students for practice, and particular attention must be paid to the ability of student nurses to extend their knowledge and to solve nursing care problems effectively. A computer-based teaching programme (CBTP) for clinical practice to achieve these ...

  2. Measuring the effectiveness of pharmacology teaching in undergraduate medical students.

    Science.gov (United States)

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

    2012-03-01

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

  3. Evaluation of the Undergraduate Physics Programme at Indira Gandhi National Open University: A Case Study

    Directory of Open Access Journals (Sweden)

    Arundhati Mishra

    2009-12-01

    Full Text Available The undergraduate science programme was launched at the Indira Gandhi National Open University (IGNOU in 1991-92 with an enrolment of 1,210 students. The programme was well received, and enrolments increased over the years. However, the success rates have not kept pace with enrolment.In this paper, the authors report the results of an evaluation of the undergraduate Physics programme at IGNOU. The evaluation, the first of its type for this programme, adapted the major tenets of the CIPP model. The findings are based on the responses from a randomly chosen sample of 509 learners across India. The methods employed for the study include records, document, and database analysis, surveys, and case studies.Although the University has enhanced access to higher science education, the attrition rate is high (73%, and the success rate is low. The authors recommend that the University review and reorient its strategies for providing good quality, learner-centred higher education in science subjects. The programme should address the concerns of the learners about the effectiveness of the student support systems, the difficulty level, and the learner-friendliness of study materials with the goal of achieving long-term sustainability while maintaining parity with the conventional system. The need for improving the presentation of the courses and simplifying the mathematical details is emphasised.

  4. Teaching Tree-Thinking to Undergraduate Biology Students.

    Science.gov (United States)

    Meisel, Richard P

    2010-07-27

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

  5. Teaching home care electronic documentation skills to undergraduate nursing students.

    Science.gov (United States)

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

    2012-01-01

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

  6. Cultivating the scientific research ability of undergraduate students in teaching of genetics.

    Science.gov (United States)

    Xing, Wan-jin; Morigen, Morigen

    2016-11-20

    The classroom is the main venue for undergraduate teaching. It is worth pondering how to cultivate undergraduate's research ability in classroom teaching. Here we introduce the practices and experiences in teaching reform in genetics for training the research quality of undergraduate students from six aspects: (1) constructing the framework for curriculum framework systematicaly, (2) using the teaching content to reflect research progress, (3) explaining knowledge points with research activities, (4) explaining the scientific principles and experiments with PPT animation, (5) improving English reading ability through bilingual teaching, and (6) testing students' analysing ability through examination. These reforms stimulate undergraduate students' enthusiasm for learning, cultivate their ability to find, analyze and solve scientific problems, and improve their English reading and literature reviewing capacity, which lay a foundation for them to enter the field of scientific research.

  7. Coordinating the undergraduate medical (MBBS basic sciences programme in a Nepalese medical school

    Directory of Open Access Journals (Sweden)

    Shankar PR

    2011-06-01

    Full Text Available KIST Medical College follows the curriculum of the Institute ofMedicine, Tribhuvan University. The programme aims toproduce socially responsible and competent physicians whoare willing and able to meet the existing and emergingchallenges of the national and international healthcaresystem. The first cohort of undergraduate medical students(MBBS students was admitted in November 2008 and threecohorts including the one admitted in 2008 have beenadmitted at the time of writing. The basic science subjects aretaught in an integrated, organ-system-based manner withcommunity medicine during the first two years. I wasappointed as the MBBS Phase I programme coordinator inSeptember 2008 and in this article I share my experiences ofrunning the basic sciences programme and also offersuggestions for running an efficient academic programme. Themanuscript will be of special interest to readers runningundergraduate medical programmes. The reader canunderstand our experiences in running the programme inadverse circumstances, learning to achieve greater integrationamong basic science, community medicine and clinicaldepartments, obtain information about a communitydiagnosis programme and know about running specialmodules on the medical humanities and pharmaceuticalpromotion.

  8. Risks in teaching manipulation techniques in master programmes.

    Science.gov (United States)

    Pool, Jan; Cagnie, Barbara; Pool-Goudzwaard, Annelies

    2016-09-01

    High Velocity Techniques (HVT) in the (high) cervical spine are part of the standard curricula of manual therapy educational programmes. Little is known about the risk or the presence of adverse events during skills training sessions. This article describes two cases of students with both being at risk for an adverse event; one with a congenital artery aberration and one with cancer in the high cervical region. Teachers and educational programme developers should take risk management into account when teaching HVT. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study.

    Science.gov (United States)

    Mirzazadeh, Azim; Gandomkar, Roghayeh; Hejri, Sara Mortaz; Hassanzadeh, Gholamreza; Koochak, Hamid Emadi; Golestani, Abolfazl; Jafarian, Ali; Jalili, Mohammad; Nayeri, Fatemeh; Saleh, Narges; Shahi, Farhad; Razavi, Seyed Hasan Emami

    2016-02-01

    The purpose of this study was to utilize the Context, Input, Process and Product (CIPP) evaluation model as a comprehensive framework to guide initiating, planning, implementing and evaluating a revised undergraduate medical education programme. The eight-year longitudinal evaluation study consisted of four phases compatible with the four components of the CIPP model. In the first phase, we explored the strengths and weaknesses of the traditional programme as well as contextual needs, assets, and resources. For the second phase, we proposed a model for the programme considering contextual features. During the process phase, we provided formative information for revisions and adjustments. Finally, in the fourth phase, we evaluated the outcomes of the new undergraduate medical education programme in the basic sciences phase. Information was collected from different sources such as medical students, faculty members, administrators, and graduates, using various qualitative and quantitative methods including focus groups, questionnaires, and performance measures. The CIPP model has the potential to guide policy makers to systematically collect evaluation data and to manage stakeholders' reactions at each stage of the reform in order to make informed decisions. However, the model may result in evaluation burden and fail to address some unplanned evaluation questions.

  10. A critical appraisal of WinEcon and its use in a first-year undergraduate Economics programme

    Directory of Open Access Journals (Sweden)

    D. J. Brooksbank

    1998-12-01

    Full Text Available WinEcon is a Windows-based introductory Economics CAL package designed for use in higher education. It is the product of the Economics Consortium of the TLTP (Teaching and Learning Technology Programme consisting of eight university Economics departments. Each of these has been responsible for producing some of the 25 chapters (tutorials of the finished product. Content is based on covering the common core of introductory Economics as revealed by a survey of higher-education Economics departments. WinEcon is provided, with an accompanying workbook, for a nominal registration fee in the UK. The package is important insofar as it is aimed at all first-year undergraduates studying Economics, which encompasses not only those taking straight Economics degrees but large numbers of students following introductory Economics as part of a Business Studies or Combined Studies course. With no competition to speak of, WinEcon is likely to become a significant feature of the learning experience of a large tranche of the undergraduate population, across a number of degree schemes. Indeed, for many of these students WinEcon will constitute their first major experience of CAL.

  11. A large-scale peer teaching programme - acceptance and benefit.

    Science.gov (United States)

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

    2017-08-01

    The involvement of students in the embodiment of university teaching through peer-assisted learning formats is commonly applied. Publications on this topic exclusively focus on strictly defined situations within the curriculum and selected target groups. This study, in contrast, presents and evaluates a large-scale structured and quality-assured peer teaching programme, which offers diverse and targeted courses throughout the preclinical part of the medical curriculum. The large-scale peer teaching programme consists of subject specific and interdisciplinary tutorials that address all scientific, physiological and anatomic subjects of the preclinical curriculum as well as tutorials with contents exceeding the formal curriculum. In the study year 2013/14 a total of 1,420 lessons were offered as part of the programme. Paper-based evaluations were conducted over the full range of courses. Acceptance and benefit of this peer teaching programme were evaluated in a retrospective study covering the period 2012 to 2014. Usage of tutorials by students who commenced their studies in 2012/13 (n=959) was analysed from 2012 till 2014. Based on the results of 13 first assessments in the preclinical subjects anatomy, biochemistry and physiology, the students were assigned to one of five groups. These groups were compared according to participation in the tutorials. To investigate the benefit of tutorials of the peer teaching programme, the results of biochemistry re-assessments of participants and non-participants of tutorials in the years 2012 till 2014 (n=188, 172 and 204, respectively) were compared using Kolmogorov-Smirnov- and Chi-square tests as well as the effect size Cohen's d. Almost 70 % of the students attended the voluntary additional programme during their preclinical studies. The students participating in the tutorials had achieved different levels of proficiency in first assessments. The acceptance of different kinds of tutorials appears to correlate with their

  12. A Teaching System To Learn Programming: the Programmer's Learning Machine

    OpenAIRE

    Quinson , Martin; Oster , Gérald

    2015-01-01

    International audience; The Programmer's Learning Machine (PLM) is an interactive exerciser for learning programming and algorithms. Using an integrated and graphical environment that provides a short feedback loop, it allows students to learn in a (semi)-autonomous way. This generic platform also enables teachers to create specific programming microworlds that match their teaching goals. This paper discusses our design goals and motivations, introduces the existing material and the proposed ...

  13. Near-peer teaching programme for medical students.

    Science.gov (United States)

    Gottlieb, Zoe; Epstein, Samantha; Richards, Jeremy

    2017-06-01

    Near-peer teaching (NPT) is increasingly recognised as an effective method for teaching and learning within medical education. We describe a student-as-teacher programme developed for fourth-year students (MS4s) helping to deliver the second-year Respiratory Pathophysiology course at our medical school. Twelve MS4s were paired with faculty members to co-teach one or two small group case-based sessions for second-year students (MS2s). Beforehand, MS4s attended an orientation session and workshop, reviewing skills and strategies for teaching effectively. Following each teaching session co-taught by MS4s, both MS4s and MS2s completed multiple-choice surveys evaluating the MS4's teaching skills and the experience overall. MS4s also wrote reflection essays describing their experiences. Faculty member co-teachers completed a 12-question feedback form for MS4s during the session. We received 114 post-session MS2 surveys, 13 post-session MS4 surveys and 13 post-session faculty staff evaluations. The majority of MS2s reported that MS4s enhanced their understanding of the material, and considered the quality of MS4 teaching to be 'good' or 'outstanding'. Nearly all of the MS4s enjoyed their experiences and believed that the programme improved their teaching skills. Time management was the most common challenge cited by both MS4s and faculty member co-teachers. These data demonstrate that NPT is valuable for both MS2s and MS4s: MS2s benefited from the social and cognitive congruence afforded by near-peer teachers, whereas MS4s used this experience to build and enhance their skills as educators. These results support the continued involvement of MS4s in this second-year course, as well as broadening the scope of and opportunities for student teaching at our medical school and beyond. Near-peer teaching is recognised as an effective method for teaching and learning within medical education. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

    Kongsom, Tiwaporn

    2016-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Abdelkarim, Ra'ed; Abuiyada, Reem

    2016-01-01

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

  18. Junior doctors and undergraduate teaching: the influence of gender on the provision of medical education.

    LENUS (Irish Health Repository)

    Prichard, David

    2012-02-01

    BACKGROUND: International experience has demonstrated that the medical profession is becoming less dominated by men. This "feminization of medicine" has been a topic of much debate in the medical literature. As the gender ratio in the profession changes, it is likely that a greater proportion of undergraduate education will be provided by women. Whether this shift away from the male-dominated provision of medical education will have an effect on undergraduate education is unknown. PURPOSE: The aim of this research was to clarify whether there are differences between the attitudes and practices of male and female junior doctors regarding the practice of undergraduate teaching. METHOD: A survey methodology among a cohort of nonconsultant hospital doctors in a major Irish teaching hospital was utilized. The overall response rate was 93%. The cohort held a positive attitude toward teaching undergraduates, and the majority were actively engaged in this activity. Doctors of both genders expressed a willingness to undertake teacher training. RESULTS: There were no significant differences between the genders regarding the self-reported quantity of teaching provided to undergraduates. Male doctors perceived themselves as more confident educators when compared to female doctors, but this is likely to reflect cohort demographics in which a greater proportion of male doctors were more senior. CONCLUSIONS: This study demonstrates that male and female doctors have similar attitudes toward, and practices in, voluntary undergraduate teaching. As a result, any gender shift in medicine is unlikely to result in a significant change in junior doctors\\' attitudes toward undergraduate medical education.

  19. Junior doctors and undergraduate teaching: the influence of gender on the provision of medical education.

    Science.gov (United States)

    Prichard, David; Collins, Niamh; Boohan, Mairead; Wall, Catherine

    2011-04-01

    International experience has demonstrated that the medical profession is becoming less dominated by men. This "feminization of medicine" has been a topic of much debate in the medical literature. As the gender ratio in the profession changes, it is likely that a greater proportion of undergraduate education will be provided by women. Whether this shift away from the male-dominated provision of medical education will have an effect on undergraduate education is unknown. The aim of this research was to clarify whether there are differences between the attitudes and practices of male and female junior doctors regarding the practice of undergraduate teaching. A survey methodology among a cohort of nonconsultant hospital doctors in a major Irish teaching hospital was utilized. The overall response rate was 93%. The cohort held a positive attitude toward teaching undergraduates, and the majority were actively engaged in this activity. Doctors of both genders expressed a willingness to undertake teacher training. There were no significant differences between the genders regarding the self-reported quantity of teaching provided to undergraduates. Male doctors perceived themselves as more confident educators when compared to female doctors, but this is likely to reflect cohort demographics in which a greater proportion of male doctors were more senior. This study demonstrates that male and female doctors have similar attitudes toward, and practices in, voluntary undergraduate teaching. As a result, any gender shift in medicine is unlikely to result in a significant change in junior doctors' attitudes toward undergraduate medical education.

  20. E-learning in an undergraduate radiography programme: Example of an interactive website

    International Nuclear Information System (INIS)

    White, Peter; Cheung, Alice K.Y.

    2006-01-01

    Purpose: To demonstrate how e-learning can be integrated into an undergraduate radiography programme, using an academic subject dealing with ethico-legal issues as an example. Information provided could be applied to any form of online learning. Methods: One academic subject from an undergraduate radiography programme, Case-Based Learning for Professional Studies, which had previously been taught using traditional face-to-face methods, was transformed into an e-learning format. Students who experienced the new e-learning format were evaluated by means of an online evaluation questionnaire. Results: Eighty-three percentage of respondents felt confident/semi-confident about participating in online Chat sessions. Around 34% of respondents thought that the Discussion Board was useful for communicating with fellow students. Nearly 70% of respondents believed that access to online materials enabled them to prepare for lectures and tutorials. However, 34% of students preferred more face-to-face lectures/tutorials. Overall, feedback was positive. Conclusion: Course providers and other relevant stakeholders need to be proactive in determining ways to facilitate undergraduate and post-registration development and learning. E-learning can be utilized to benefit learners who wish to work at their own pace and who cannot attend courses at remote sites. Individuals can reap the benefits of an online learning format and affording learners more flexibility and providing guidance for them, by means of a website, may help to promote a positive attitude to lifelong learning

  1. E-learning in an undergraduate radiography programme: Example of an interactive website

    Energy Technology Data Exchange (ETDEWEB)

    White, Peter [Department of Optometry and Radiography, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong (China)]. E-mail: orpwhite@polyu.edu.hk; Cheung, Alice K.Y. [Department of Optometry and Radiography, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong (China)]. E-mail: alice.cheung@iee.org

    2006-08-15

    Purpose: To demonstrate how e-learning can be integrated into an undergraduate radiography programme, using an academic subject dealing with ethico-legal issues as an example. Information provided could be applied to any form of online learning. Methods: One academic subject from an undergraduate radiography programme, Case-Based Learning for Professional Studies, which had previously been taught using traditional face-to-face methods, was transformed into an e-learning format. Students who experienced the new e-learning format were evaluated by means of an online evaluation questionnaire. Results: Eighty-three percentage of respondents felt confident/semi-confident about participating in online Chat sessions. Around 34% of respondents thought that the Discussion Board was useful for communicating with fellow students. Nearly 70% of respondents believed that access to online materials enabled them to prepare for lectures and tutorials. However, 34% of students preferred more face-to-face lectures/tutorials. Overall, feedback was positive. Conclusion: Course providers and other relevant stakeholders need to be proactive in determining ways to facilitate undergraduate and post-registration development and learning. E-learning can be utilized to benefit learners who wish to work at their own pace and who cannot attend courses at remote sites. Individuals can reap the benefits of an online learning format and affording learners more flexibility and providing guidance for them, by means of a website, may help to promote a positive attitude to lifelong learning.

  2. Applicability of Non-Modular Assessment in Construction Management and Allied Undergraduate Programmes: Perspective of the Academics Involved

    Science.gov (United States)

    Wedawatta, Gayan

    2018-01-01

    Undergraduate programmes on construction management and other closely related built environment disciplines are currently taught and assessed on a modular basis. This is the case in the UK and in many other countries globally. However, it can be argued that professionally oriented programmes like these are better assessed on a non-modular basis,…

  3. Perceived tutor benefits of teaching near peers: insights from two near peer teaching programmes in South East Scotland.

    Science.gov (United States)

    Qureshi, Z U; Gibson, K R; Ross, M T; Maxwell, S

    2013-08-01

    There is little evidence about the benefits to junior doctors of participating in teaching, or how to train doctors as teachers. We explore (through South East Scotland based teaching programmes): (a) How prepared do junior doctors feel to teach? (b) What junior doctors consider to be the main challenges of teaching? (c) What motivates the junior doctors to continue teaching, and what is the perceived impact of teaching on their professional development? 'Questionnaire 1', distributed at 'tutor training days', explored (i) attitudes towards teaching and (ii) tutors' preparedness to teach. 'Questionnaire 2', distributed after completion of a teaching programme, evaluated the tutor experience of teaching. Seventy-six per cent of tutors reported no previous teacher training; 10% were able to teach during allocated work hours. The strongest motivation for teaching was to help students with their learning and to develop teaching skills. Ninety one per cent of tutors felt more prepared to teach by the end of the programme. Tutors also improved their clinical skills from teaching. There is a body of junior doctors, who see teaching as an important part of their career, developing both teaching and clinical skills in the tutor. If teaching is expected of foundation doctors, rotas ought to be more flexible to facilitate both teaching and teacher training.

  4. The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching.

    Science.gov (United States)

    Lempp, Heidi; Seale, Clive

    2004-10-02

    To study medical students' views about the quality of the teaching they receive during their undergraduate training, especially in terms of the hidden curriculum. Semistructured interviews with individual students. One medical school in the United Kingdom. 36 undergraduate medical students, across all stages of their training, selected by random and quota sampling, stratified by sex and ethnicity, with the whole medical school population as a sampling frame. Medical students' experiences and perceptions of the quality of teaching received during their undergraduate training. Students reported many examples of positive role models and effective, approachable teachers, with valued characteristics perceived according to traditional gendered stereotypes. They also described a hierarchical and competitive atmosphere in the medical school, in which haphazard instruction and teaching by humiliation occur, especially during the clinical training years. Following on from the recent reforms of the manifest curriculum, the hidden curriculum now needs attention to produce the necessary fundamental changes in the culture of undergraduate medical education.

  5. Using Primary Literature for Teaching Undergraduate Planetary Sciences

    Science.gov (United States)

    Levine, J.

    2013-05-01

    Articles from the primary scientific literature can be a valuable teaching tool in undergraduate classrooms. At Colgate University, I emphasize selected research articles in an upper-level undergraduate course in planetary sciences. In addition to their value for conveying specific scientific content, I find that they also impart larger lessons which are especially apt in planetary sciences and allied fields. First, because of the interdisciplinary nature of planetary sciences, students discover that contributions to outstanding problems may arrive from unexpected directions, so they need to be aware of the multi-faceted nature of scientific problems. For instance, after millennia of astrometric attempts, the scale of the Solar System was determined with extraordinary precision with emerging radar technology in the 1960's. Second, students learn the importance of careful work, with due attention to detail. After all, the timescales of planetary formation are encoded in systematic isotopic variations of a few parts in 10,000; in students' own experiences with laboratory data they might well overlook such a small effect. Third, students identify the often-tortuous connections between measured and inferred quantities, which corrects a common student misconception that all quantities of interest (e.g., the age of a meteorite) can be measured directly. Fourth, research articles provide opportunities for students to practice the interpretation of graphical data, since figures often represent a large volume of data in succinct form. Fifth, and perhaps of greatest importance, by considering the uncertainties inherent in reported data, students come to recognize the limits of scientific understanding, the extent to which scientific conclusions are justified (or not), and the lengths to which working scientists go to mitigate their uncertainties. These larger lessons are best mediated by students' own encounters with the articles they read, but require instructors to make

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

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

  8. The Pattern of History of Psychology Teaching on British Undergraduate Psychology Courses

    Science.gov (United States)

    Richards, Graham

    2005-01-01

    Teaching of History of Psychology is likely to become increasingly important as the British Psychological Society's 2002 guidelines for approved undergraduate courses are implemented. Results of a survey of History of Psychology teaching during the academic year 1999-2000 are summarised and discussed in the light of these new requirements. While…

  9. From Teaching to Learning--a New Paradigm for Undergraduate Education.

    Science.gov (United States)

    Barr, Robert B.; Tagg, John

    1995-01-01

    Two alternative paradigms for undergraduate education are compared; one holds teaching as its purpose, the other learning. The natures of the two paradigms are examined on the following dimensions: mission and purposes, criteria for success, teaching and learning structures, underlying learning theory, concepts of productivity and methods of…

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

    Energy Technology Data Exchange (ETDEWEB)

    Howlett, David, E-mail: david.howlett@esht.nhs.uk [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Vincent, Tim [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Watson, Gillian; Owens, Emma [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Webb, Richard; Gainsborough, Nicola [Department of Medicine, Royal Sussex County Hospital, Brighton (United Kingdom); Fairclough, Jil [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Taylor, Nick [Department of Medical Illustration, Eastbourne District General Hospital (United Kingdom); Miles, Ken [Department of Imaging, BSMS (United Kingdom); Cohen, Jon [Department of Infectious Diseases, BSMS (United Kingdom); Vincent, Richard [Department of Cardiology, BSMS (United Kingdom)

    2011-06-15

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

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

    Science.gov (United States)

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

    2011-06-01

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

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

    International Nuclear Information System (INIS)

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

    2011-01-01

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

  13. Graduate and undergraduate students’ reaction to the teaching procedures used in semipresential classes

    Directory of Open Access Journals (Sweden)

    Henry Maia Peixoto

    2013-12-01

    Full Text Available The objective of this study was to investigate the reactions of undergraduate and graduate students to the teaching procedures used in semipresential classes. This exploratory study was performed with a quantitative approach at a public university, with undergraduate and graduate students who had completed semipresential classes on health promotion education. Among the 19 evaluated teaching procedures, 15 (78.9% did not show any statistically significant differences between the two academic levels. The means and medians for most variables, for both undergraduate (78.9% and graduate (89.5% students, were above 7 in a scale ranging between 0 (awful and 10 (excellent. Therefore, it is concluded that both groups showed similar reactions to the teaching procedures and gave satisfactory opinions in this regard. Understanding these aspects can support designing class disciplines that use teaching procedures that are adequate to university students. Descriptors: Education, Distance; Education, Higher; Learning; Educational Measurement.

  14. How diverse are physics instructors’ attitudes and approaches to teaching undergraduate level quantum mechanics?

    International Nuclear Information System (INIS)

    Siddiqui, Shabnam; Singh, Chandralekha

    2017-01-01

    Understanding instructors’ attitudes and approaches to teaching undergraduate-level quantum mechanics can be helpful in developing effective instructional tools to help students learn quantum mechanics. Here we discuss the findings from a survey in which 12 university faculty members reflected on various issues related to undergraduate-level quantum mechanics teaching and learning. Topics included faculty members’ thoughts on the goals of a college quantum mechanics course, general challenges in teaching the subject matter, students’ preparation for the course, views about foundational issues and the difficulty in teaching certain topics, reflection on their own learning of quantum mechanics when they were students versus how they teach it to their students and the extent to which they incorporate contemporary topics into their courses. The findings related to instructors’ attitudes and approaches discussed here can be useful in improving teaching and learning of quantum mechanics. (paper)

  15. Political Beliefs and the Academic Responsibilities of Undergraduate Teaching

    Science.gov (United States)

    Frueh, Jamie; Blaney, David L.; Dunn, Kevin; Goff, Patricia; Leonard, Eric K.; Sharoni, Simona

    2008-01-01

    This forum reconstructs a roundtable discussion about the academic responsibilities of International Relations professors with respect to their undergraduate students. Specifically, participants discuss the proper pedagogical role of professors' personal political beliefs and the best ways to encourage undergraduate students to engage political…

  16. Field Research in the Teaching of Undergraduate Soil Science

    Science.gov (United States)

    Brevik, Eric C.; Senturklu, Songul; Landblom, Douglas

    2015-04-01

    Several studies have demonstrated that undergraduate students benefit from research experiences. Benefits of undergraduate research include 1) personal and intellectual development, 2) more and closer contact with faculty, 3) the use of active learning techniques, 4) creation of high expectations, 5) development of creative and problem-solving skills, 6) greater independence and intrinsic motivation to learn, and 7) exposure to practical skills. The scientific discipline also benefits, as studies have shown that undergraduates who engage in research experiences are more likely to remain science majors and finish their degree program (Lopatto, 2007). Research experiences come as close as possible to allowing undergraduates to experience what it is like to be an academic or research member of their profession working to advance their discipline. Soils form in the field, therefore, field experiences are very important in developing a complete and holistic understanding of soil science. Combining undergraduate research with field experiences can provide extremely beneficial outcomes to the undergraduate student, including increased understanding of and appreciation for detailed descriptions and data analysis as well as an enhanced ability to see how various parts of their undergraduate education come together to understand a complex problem. The experiences of the authors in working with undergraduate students on field-based research projects will be discussed, along with examples of some of the undergraduate research projects that have been undertaken. In addition, student impressions of their research experiences will be presented. Reference Lopatto, D. 2007. Undergraduate research experiences support science career decisions and active learning. CBE -- Life Sciences Education 6:297-306.

  17. Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics

    Directory of Open Access Journals (Sweden)

    MAHDI SHAHRIARI

    2014-07-01

    Full Text Available Introduction: Bedside teaching is defined as teaching in the presence of a patient, it is a vital component of medical education. The aim of this study was to evaluate the effectiveness of two methods of case based teaching (at the bedside and in the classroom in the teaching hospitals (for both undergraduates and residents of pediatrics. Methods: Thirty undergraduates and twenty pediatric residents were asked to study a topic of their curriculum from their text then pretest was taken from learners in the two levels; then either lecture with power point or case presentation or bed side discussion were conducted. One week later posttest was taken, and then evaluation of these three methods was done by a questionnaire from learners. Results: The majority of under-graduates and all of pediatric residents had evaluated case based teaching superior to bedside teaching and these two methods superior to lecture method. Conclusion: They believed that in the case based teaching they are more relaxed and have more self-esteem than at the bedside of the patients. Clinician teacher must involve patients and learners in the process of bedside teaching, by preparing a comfortable situation and by using available technolgy.

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

    Science.gov (United States)

    Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

    2015-12-12

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

  19. The Effects of Teaching and Learning Experiences, Tempo, and Mode on Undergraduates' and Children's Symphonic Music Preferences.

    Science.gov (United States)

    Flowers, Patricia J.

    1988-01-01

    Presents a study which assessed undergraduates' and children's music preferences for examples of symphonic music. Serving as a teaching and planning experience for undergraduates, the study revealed that children's preferences were increased through undergraduate presentations and that college students used larger vocabularies when describing…

  20. Does the Pedagogy for the Teaching of First Year Undergraduate Laboratory Practicals Still Meet the Needs of the Curriculum?

    Directory of Open Access Journals (Sweden)

    Ann Hopper

    2014-06-01

    Full Text Available This work examines the teaching approach for chemistry laboratory practicals for first year undergraduate students to determine if the underpinning pedagogical strategy meets the requirements for these students for the remainder of their undergraduate programme. This is based on the knowledge, skills, content and learning outcomes for undergraduate chemistry courses. This work aims to enhance the first year experience of chemistry education by facilitating greater student engagement and “deeper” learning of relevant content during practical laboratory experiences by focusing on the learners’ needs. During this research, a survey of undergraduate science students from 2nd, 3rd and 4th years was carried out to determine if first year chemistry practicals facilitated the development of skills needed in further science education. It concluded that overall there was a positive response to first year laboratory practicals, that students engaged with them and felt they assisted with skills required for subsequent years of undergraduate study. Participants were most satisfied with the organic chemistry experiments while, for the physical/analytical chemistry experiments, the results obtained reiterated difficulties with mathematical calculations that are accepted as an issue in other aspects of third level STEM (Science, Technology, Engineering and Mathematics subjects. As a result of these findings, modifications that were made to the laboratory practical element included a pre-populated workbook supplied to the students and the introduction of pre-laboratory questions to be completed by each student before each session to reduce cognitive load and improve the students’ knowledge and understanding of 2 the purpose and potential outcomes of each laboratory practical. Also, the total first year chemistry syllabus was re-organised, as was the scheduling of the experiments to synchronise the theory lectures with the experiments as far as was

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

    Science.gov (United States)

    Fletcher, G; Agius, R M

    1995-12-01

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

  2. Teaching Epidemiology at the Undergraduate Level: Considerations and Approaches.

    Science.gov (United States)

    Goldmann, Emily; Stark, James H; Kapadia, Farzana; McQueen, Matthew B

    2018-06-01

    The rapid growth in undergraduate public health education has offered training in epidemiology to an increasing number of undergraduate students. Epidemiology courses introduce undergraduate students to a population health perspective and provide opportunities for these students to build essential skills and competencies such as ethical reasoning, teamwork, comprehension of scientific methods, critical thinking, quantitative and information literacy, ability to analyze public health information, and effective writing and oral communication. Taking a varied approach and incorporating active learning and assessment strategies can help engage students in the material, improve comprehension of key concepts, and further develop key competencies. In this commentary, we present examples of how epidemiology may be taught in the undergraduate setting. Evaluation of these approaches and others would be a valuable next step.

  3. Incorporating Local Culture in English Teaching Material for Undergraduate Students

    Directory of Open Access Journals (Sweden)

    Wijaya Mahardika I Gusti Ngurah Agung

    2018-01-01

    Full Text Available This paper discusses the incorporation of local cultural material in a teaching material developed for the students of the Hinduism Education Department of IHDN Denpasar. Teaching material plays an important part in teaching learning process, yet inappropriate teaching materials may become more harmful than useful. The unique nature of the HED students warranted the need for a tailor-made teaching material. The study found that the use of culturally familiar materials is beneficial for the students learning process. The result of the study also highlighted students’ needs and prior knowledge as the main factors to be considered when developing teaching material.

  4. Research articles as a didatic tool in undergraduate chemistry teaching

    OpenAIRE

    Massi, Luciana; Santos, Gelson Ribeiro dos; Ferreira, Jerino Queiroz; Queiroz, Salete Linhares

    2009-01-01

    Chemistry teachers increasingly use research articles in their undergraduate courses. This trend arises from current pedagogical emphasis on active learning and scientific process. In this paper, we describe some educational experiences on the use of research articles in chemistry higher education. Additionally, we present our own conclusions on the use of such methodology applied to a scientific communication course offered to undergraduate chemistry students at the University of São Paulo, ...

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

    Science.gov (United States)

    Carpenter, Stacey L.

    2015-01-01

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

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

    Science.gov (United States)

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

    2016-02-01

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

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

    Science.gov (United States)

    East, Leah; Hutchinson, Marie

    2015-12-01

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

  8. Learning to Teach Geography for Primary Education: Results of an Experimental Programme

    Science.gov (United States)

    Blankman, Marian; Schoonenboom, Judith; van der Schee, Joop; Boogaard, Marianne; Volman, Monique

    2016-01-01

    Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils' geographical awareness, a six weeks programme was developed. The characteristics of this programme -- named Consciously Teaching Geography…

  9. Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

    Science.gov (United States)

    Meibauer, Gustav; Aagaard Nøhr, Andreas

    2018-01-01

    This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the…

  10. Undergraduate teaching of nuclear medicine: a comparison between Central and Eastern Europe and European Union countries

    International Nuclear Information System (INIS)

    Lass, P.; Scheffler, J.; Bandurski, T.

    2003-01-01

    This paper overviews the curricula of nuclear medicine (NM) undergraduate training in 34 Central and Eastern European (CEE) and 37 European Union (EU) medical faculties. The data show enormous variation in the number of hours devoted to nuclear medicine, varying between 1-2 to 40 hours and highly differentiated concepts/ideas of nuclear medicine training in particular countries. In most EU countries this teaching is integrated with that of radiology or clinical modules, also with training in clinical physiology. In many CEE countries teaching and testing of NM are independent, although integration with other teaching modules is frequent. The paper discusses the differences in particular approaches to nuclear medicine teaching. (author)

  11. Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  13. A Comparison of the Act and Frequency of Plagiarism between Technical and Non-Technical Programme Undergraduates

    Science.gov (United States)

    BavaHarji, Madhubala; Chetty, Thiba Naraina; Ismail, Zalina Bt; Letchumanan, Krishnaveni

    2016-01-01

    Concerned with intellectual theft, we decided to examine intellectual theft among undergraduates at a private higher education institution. The aim of this study was to compare the act and frequency of plagiarism, particularly between programmes, gender, year of study and academic performance. This study adopted the quantitative approach, using a…

  14. A hands-on approach to teaching environmental awareness and pollutant remediation to undergraduate chemistry students

    Science.gov (United States)

    Salman Ashraf, S.; Rauf, M. A.; Abdullah, Fatema H.

    2012-07-01

    Background : One of the unfortunate side effects of the industrial revolution has been the constant assault of the environment with various forms of pollution. Lately, this issue has taken a more critical dimension as prospects of global climate change and irreversible ecosystem damage are becoming a reality. Purpose : College graduates (especially chemists), should therefore not only be aware of these issues but also be taught how chemistry can help reduce environmental pollution. Furthermore, the role and importance of chemistry in sustainable development and solving environmental problems needs to be highlighted. Programme/intervention description : To this effect, we have designed a simple undergraduate experiment that is based on the green chemistry approach of using photolytic oxidation to degrade a model organic pollutant. This approach used UV light and hydrogen peroxide to produce reactive hydroxyl radicals, which subsequently break down and degrade Acridine Orange (model pollutant). The dye degradation was monitored spectrophotometrically and the apparent rate of decolouration was found to be first order. Possible radical initiated mechanisms that may be involved in this remediation experiment have been used to explain the observed dye decolouration. Sample : To test the usefulness of this newly developed experiment, we incorporated it as a module into a second year 'Professional skills' chemistry course with an enrollment of six female students. Anonymous survey of the students after the completion of the module was very positive and indicated that objectives of the experiment were satisfactorily achieved. Results : We believe this experiment not only raises students' awareness about green chemistry and environmental issues, but also teaches them valuable experimental skills such as experimental design, data manipulation and basic kinetics. Survey of students who were taught this unit in a second year course was very positive and supported the usefulness

  15. Anaesthetic specialist registrars in Ireland: current teaching practices and perceptions of their role as undergraduate teachers.

    LENUS (Irish Health Repository)

    Walsh, K

    2012-02-03

    BACKGROUND AND OBJECTIVES: Teaching is an important responsibility of non-consultant hospital doctors. In Ireland, specialist registrars (SpRs) in anaesthesia are contractually obliged to teach medical students, other doctors and nurses. Both medical students and fellow non-consultant hospital doctors attribute between 30 and 40% of their knowledge gain to non-consultant hospital doctors. METHODS: We carried out a confidential telephone survey of anaesthetic SpRs in Ireland regarding their current teaching practices and the perceptions of their role as undergraduate teachers. All the SpRs currently working in clinical practice in Ireland were eligible. RESULTS: Fifty-five of the 79 (70%) SpRs responded to the questionnaire. Only 7 (12.7%) of the respondents said they had been well trained as a teacher. The majority of the respondents stated that they would attend a learning-to-teach course\\/workshop if one was available, and felt that such a course would improve their ability as a teacher. Only 8 (14.5%) agreed that adequate emphasis is placed on commitment to teaching in the assessment of SpRs, both by individual departments and by the College of Anaesthetists. Anaesthetic SpRs in Ireland spend a considerable amount of time each day teaching undergraduate medical students, the majority (68.9%) stated that they had inadequate time to prepare for teaching. CONCLUSION: The majority of the respondents stated that they enjoy teaching, feel that they play an important role in undergraduate teaching but have inadequate time to prepare for teaching. An adequate emphasis is not placed on their commitment to teaching.

  16. Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity.

    Science.gov (United States)

    Hawthorne, Kamila; Prout, Hayley; Kinnersley, Paul; Houston, Helen

    2009-01-01

    UK medical schools find it challenging to provide standardised teaching to expanding year intakes. In addition, developing and implementing diversity training can cause difficulties. This paper describes the evaluation of an interactive e-learning programme to raise awareness and understanding of communication difficulties in diversity consultations. The programme was part of an undergraduate portfolio-based community module. Three hundred and two students were assigned to one of three delivery methods--a large group setting, small groups with a facilitator, and as part of distance learning while on community placement. The evaluation included analysis of their coursework marks, a self-completed evaluation questionnaire, and small group discussions. Two hundred and twenty-three students took part in the evaluation. They were able to apply the concepts they learnt to clinical examples from their own experiences. Type of delivery did not affect coursework marks, but students tended to prefer the e-learning as part of a distance learning package. They offered helpful suggestions to improve its complexity and range. The acceptability and utility of this e-learning module both in face to face teaching and remote placement has been demonstrated, and evaluation by the students has provided valuable information for its further development. All medical schools should include some diversity training, and further research should concentrate on the effects of this type of learning on longer term outcomes such as attitude and performance tests. Such tools could reduce demands on staff time in facilitation of small groupwork, and their cost effectiveness could be increased by making them available to other medical schools.

  17. Impact of a mental health teaching programme on adolescents.

    Science.gov (United States)

    Naylor, Paul B; Cowie, Helen A; Walters, Stephen J; Talamelli, Lorenzo; Dawkins, Judith

    2009-04-01

    Child and adolescent mental health disorders are present in around 10% of the population. Research indicates that many young people possess negative attitudes towards mental health difficulties among peers. To assess the impact of a mental health teaching programme on adolescent pupils' understanding. Two-group pre-test-post-test control group study in two English secondary schools. Experimental classes (School E) received a six-lesson teaching intervention on mental health; control classes (School C) did not. Participants were 14- and 15-year-old pupils. The intervention consisted of six lessons on mental health issues common to young people: stress; depression; suicide/self-harm; eating disorders; being bullied; and intellectual disability. School C was given access to these lesson plans and materials on completion of the study. Understanding was measured at two time points, Time 1 (T(1)) and Time 2 (T(2)), 8 months apart, by a Mental Health Questionnaire. Behavioural, emotional and relationship strengths and difficulties were measured by the self-rated Strengths and Difficulties Questionnaire (SDQ) with five subscales: hyperactivity, emotional symptoms, conduct problems, peer problems and prosocial behaviour. At T(2), pupils in School E compared with those in School C showed significantly more sensitivity and empathy towards people with mental health difficulties. They also used significantly fewer pejorative expressions to describe mental health difficulties. There was a significant reduction in SDQ scores on conduct problems and a significant increase on prosocial behaviour among School E pupils compared with controls. Pupils valued the intervention highly, in particular the lessons on suicide/self-harm. Teaching 14- and 15-year-olds about mental health difficulties helps to reduce stigma by increasing knowledge and promoting positive attitudes. The intervention also reduced self-reported conduct problems and increased prosocial behaviour. Generally

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

    Science.gov (United States)

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

    2014-01-01

    This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students. PMID:25452487

  19. Teaching Basic Probability in Undergraduate Statistics or Management Science Courses

    Science.gov (United States)

    Naidu, Jaideep T.; Sanford, John F.

    2017-01-01

    Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian…

  20. Teaching Undergraduate Mathematics Using CAS Technology: Issues and Prospects

    Science.gov (United States)

    Tobin, Patrick C.; Weiss, Vida

    2016-01-01

    The use of handheld CAS technology in undergraduate mathematics courses in Australia is paradoxically shrinking under sustained disapproval or disdain from the professional mathematics community. Mathematics education specialists argue with their mathematics colleagues over a range of issues in course development and this use of CAS or even…

  1. Teaching Cognitive-Behavioral Therapy to Undergraduate Psychology Students

    Science.gov (United States)

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

    2011-01-01

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

  2. The Joyce of Teaching: Some Notes on Presenting James Joyce to Undergraduates.

    Science.gov (United States)

    Scarry, John

    Problems in the teaching of James Joyce to undergraduates are explored in a discussion of the "Dubliners", "A Portrait of the Artist", "Ulysses", and "Finnegans Wake". Several multimedia approaches, including the use of records and film-making, are suggested for overcoming other problems encountered due to time factors, presentation of background…

  3. Insights into Teaching Quantum Mechanics in Secondary and Lower Undergraduate Education

    Science.gov (United States)

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

    2017-01-01

    This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and…

  4. Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

    Science.gov (United States)

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

    2013-01-01

    Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural…

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

    Science.gov (United States)

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

    2012-01-01

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

  6. Teaching the Geoweb: Interdisciplinary Undergraduate Research in Wireless Sensor Networks, Web Mapping, and Geospatial Data Management

    Science.gov (United States)

    Abernathy, David

    2011-01-01

    This article addresses an effort to incorporate wireless sensor networks and the emerging tools of the Geoweb into undergraduate teaching and research at a small liberal arts college. The primary goal of the research was to identify the hardware, software, and skill sets needed to deploy a local sensor network, collect data, and transmit that data…

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

    Science.gov (United States)

    Sarkar, Nurul I.

    2013-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  9. Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach It

    Science.gov (United States)

    Ruiz, Ana; Warchal, Judith

    2014-01-01

    The American Psychological Association (APA) recently approved a new set of "Guidelines for the undergraduate psychology major, version 2.0" (APA, 2013a) which addressed ethics specifically. Yet the teaching of ethics receives little attention in publications, national and international institutes, and conferences. Few guidelines for…

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

    Science.gov (United States)

    H. Valles; C.M.S. Carrington

    2016-01-01

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

  11. Teaching Macroeconomics after the Crisis: A Survey among Undergraduate Instructors in Europe and the United States

    Science.gov (United States)

    Gärtner, Manfred; Griesbach, Björn; Jung, Florian

    2013-01-01

    The Great Recession raised questions of what and how macroeconomists teach at academic institutions around the globe, and what changes in the macroeconomics curriculum should be made. The authors conducted a survey of undergraduate macroeconomics instructors affiliated with colleges and universities in Europe and the United States at the end of…

  12. Clarity in Teaching and Active Learning in Undergraduate Microbiology Course for Non-Majors

    Science.gov (United States)

    Marbach-Ad, Gili; McGinnis, J. Randy; Pease, Rebecca; Dai, Amy H.; Schalk, Kelly A.; Benson, Spencer

    2010-01-01

    We investigated a pedagogical innovation in an undergraduate microbiology course (Microbes and Society) for non-majors and education majors. The goals of the curriculum and pedagogical transformation were to promote active learning and concentrate on clarity in teaching. This course was part of a longitudinal project (Project Nexus) which…

  13. On the Effects, Problems, and Countermeasures of Undergraduate Teaching Evaluation in Higher Education

    Science.gov (United States)

    Xianjun, Liu; Yang, Yu; Junchao, Zhang; Shuguang, Wei; Ling, Ding

    2016-01-01

    The Undergraduate Teaching Evaluation of General Institutions of Higher Education from 2003 to 2008 was the largest-scale evaluation in Chinese higher education history. It exerted a tremendous influence as a key exploration of quality assurance with Chinese characteristics. Based on existing research, this study combines quantitative and…

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

    Directory of Open Access Journals (Sweden)

    Marcus May

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

  15. Insights into teaching quantum mechanics in secondary and lower undergraduate education: A literature review

    NARCIS (Netherlands)

    Krijtenburg-Lewerissa, Kim; Pol, Henk; Brinkman, Alexander; van Joolingen, Wouter|info:eu-repo/dai/nl/073458872

    2017-01-01

    This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences

  16. Insights into teaching quantum mechanics in secondary and lower undergraduate education

    NARCIS (Netherlands)

    Krijtenburg-Lewerissa, Kim; Pol, Hendrik Jan; Brinkman, Alexander; van Joolingen, Wouter

    2017-01-01

    This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences

  17. Instructors' Application of the Theory of Planned Behavior in Teaching Undergraduate Physical Education Courses

    Science.gov (United States)

    Filho, Paulo Jose Barbosa Gutierres; Monteiro, Maria Dolores Alves Ferreira; da Silva, Rudney; Hodge, Samuel R.

    2013-01-01

    The purpose of this study was to analyze adapted physical education instructors' views about the application of the theory of planned behavior (TpB) in teaching physical education undergraduate courses. Participants ("n" = 17) were instructors of adapted physical activity courses from twelve randomly selected institutions of higher…

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

    Science.gov (United States)

    O'Reilly, Kelley A.

    2015-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  20. Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

    Science.gov (United States)

    Mercer-Mapstone, Lucy; Kuchel, Louise

    2017-01-01

    Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

  1. Development of a Teaching Methodology for Undergraduate Human Development in Psychology

    Science.gov (United States)

    Rodriguez, Maria A.; Espinoza, José M.

    2015-01-01

    The development of a teaching methodology for the undergraduate Psychology course Human Development II in a private university in Lima, Peru is described. The theoretical framework consisted of an integration of Citizen Science and Service Learning, with the application of Information and Communications Technology (ICT), specifically Wikipedia and…

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

    Science.gov (United States)

    Devendiran, G.; Vakkil, M.

    2017-01-01

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

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

    Science.gov (United States)

    Rusanganwa, Joseph

    2013-01-01

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

  4. An ideal teaching program of nuclear chemistry in the undergraduate chemistry curriculum

    International Nuclear Information System (INIS)

    Uenak, T.

    2009-01-01

    It is well known that several reports on the common educational problems of nuclear chemistry have been prepared by certain groups of experts from time to time. According to very important statements in these reports, nuclear chemistry and related courses generally do not take sufficient importance in undergraduate chemistry curricula and it was generally proposed that nuclear chemistry and related courses should be introduced into undergraduate chemistry curricula at universities worldwide. Starting from these statements, an ideal program in an undergraduate chemistry curriculum was proposed to be introduced into the undergraduate chemistry program at the Department of Chemistry, Ege University, in Izmir, Turkey during the regular updating of the chemistry curriculum. Thus, it has been believed that this Department of Chemistry has recently gained an ideal teaching program in the field of nuclear chemistry and its applications in scientific, industrial, and medical sectors. In this contribution, the details of this program will be discussed. (author)

  5. Undergraduate teaching in geriatric medicine using computer-aided learning improves student performance in examinations.

    Science.gov (United States)

    Daunt, Laura A; Umeonusulu, Patience I; Gladman, John R F; Blundell, Adrian G; Conroy, Simon P; Gordon, Adam L

    2013-07-01

    computer-aided learning (CAL) is increasingly used to deliver teaching, but few studies have evaluated its impact on learning within geriatric medicine. We developed and implemented CAL packages on falls and continence, and evaluated their effect on student performance in two medical schools. traditional ward based and didactic teaching was replaced by blended learning (CAL package combined with traditional teaching methods). Examination scores were compared for cohorts of medical students receiving traditional learning and those receiving blended learning. Control questions were included to provide data on cohort differences. in both medical schools, there was a trend towards improved scores following blended learning, with a smaller number of students achieving low scores (P learning was associated with improvement in student examination performance, regardless of the setting or the methods adopted, and without increasing teaching time. Our findings support the use of CAL in teaching geriatric medicine, and this method has been adopted for teaching other topics in the undergraduate curriculum.

  6. Applying Agile Principles in Teaching Undergraduate Information Technology Project Management

    Science.gov (United States)

    Budu, Joseph

    2018-01-01

    This article describes how the traditional teaching and learning activities over the years have been challenged to be agile--easily adaptable to changing classroom conditions. Despite this new phenomenon, there is a perceived paucity of agile-in-teaching research. Available studies neither focus on the use of agile principles beyond delivering…

  7. The teaching of nursing management in undergraduate: an integrative review

    Directory of Open Access Journals (Sweden)

    Mara Solange Gomes Dellaroza

    2015-03-01

    Full Text Available The study aims to identify the dynamics of teaching management in nursing degree. It is an integrative literature review with research conducted in the following online database platforms: SciELO, Medline, Lilacs and BDENF. The keywords used in the study were: competency-based education, professional competence, education, nursing, organization and administration, management, nursing, educational assessment, organization of management services, management of professional practice and education. All articles published in the last 10 years which answered the question presented to approach the teaching of nursing management in Brazil, published in any language were included. Those that were not presented in full text were excluded. Of the 1432 studies identified after matching the keywords, only 8 were selected for answering objective of this review. From these results, three related themes emerged: the teaching plans, workload and program content; methodologies of teaching and learning in nursing management; challenges faced in developing the teaching of nursing management.

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

    Science.gov (United States)

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

    2016-05-01

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

  9. Teaching Strategies for Personality Assessment at the Undergraduate Level.

    Science.gov (United States)

    Roche, Michael J; Jacobson, Nicholas C; Roche, Carley A

    2017-01-01

    Personality assessment is a crucial component of clinical practice, and the training and proficiency criteria to develop competence are complex and multifaceted. Like many advanced topics, the field of personality assessment would benefit from early exposure in undergraduate classroom settings. This research evaluates how an undergraduate personality course can be enhanced through 2 enrichment activities (self-assessments and a personality project). Students completed several self-assessments of their personality and wrote a comprehensive and integrative personality assessment about themselves. Results demonstrated that these activities increased interest in personality assessment, deepened understanding of course material, and promoted student growth and self-exploration. We discuss the benefits of these enrichment activities for the student, instructor, and field of personality science.

  10. Easy computer assisted teaching method for undergraduate surgery

    OpenAIRE

    Agrawal, Vijay P

    2015-01-01

    Use of computers to aid or support the education or training of people has become commonplace in medical education. Recent studies have shown that it can improve learning outcomes in diagnostic abilities, clinical skills and knowledge across different learner levels from undergraduate medical education to continuing medical education. It also enhance the educational process by increasing access to learning materials, standardising the educational process, providing opportunities for asynchron...

  11. Understanding Poverty: Teaching Social Justice in Undergraduate Nursing Education.

    Science.gov (United States)

    Hellman, Ann N; Cass, Cary; Cathey, Heather; Smith, Sarah L; Hurley, Shelia

    This article presents results of an exploratory qualitative study examining gains in empathy and social justice beliefs among undergraduate nursing students. As undergraduate nursing education provides the foundation for future forensic nurses, developing successful methods to increase beliefs and behaviors of social empathy and social justice among nursing students will have a beneficial effect on the specialty of forensic nursing. As such, a team of nursing researchers explored the effects of a poverty simulation on the social empathy and social justice beliefs held by undergraduate students. The research team conducted an exploratory qualitative study of student reflective journals. Using an inductive interpretive process, the researchers performed a content analysis of student responses. The researchers identified three constitutive patterns and eight supporting themes as reflected in the students' reflective journals after participation in poverty simulation sessions. This research study found that, when nursing students participate in poverty simulation experiences, they gain an increased understanding of the vulnerability and complexities of living in poverty and are motivated to both advocate for patients and become change agents. Such increases in social empathy and promotion of social justice will inevitably positively affect their future practice and inform their development as forensic nurses.

  12. Guided Self-Education in the Undergraduate Teaching of Gastroenterology

    Science.gov (United States)

    Dworken, Harvey J.

    1974-01-01

    The objective of the study reported was to develop and to evaluate a multifaceted teaching program in gastroenterology for second-year students of medicine. Critical information is defined in a narrative, problem-oriented, pathophysiological core syllabus. (Editor)

  13. An integrated literature review of undergraduate peer teaching in ...

    African Journals Online (AJOL)

    PAL) has been receiving more attention in the teaching of medical and allied health students. Many advantages have been described in the literature, but much more research is needed. Challenges with the academic platform at a specific ...

  14. Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK

    Science.gov (United States)

    Vázquez, Daniel

    2014-01-01

    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall…

  15. A Laboratory to Teach Leadership to Undergraduate Students

    DEFF Research Database (Denmark)

    Pelzmann, Sabine; Winkler, Ingo

    2014-01-01

    This article reports on a leadership laboratory provided as an elective within a Bachelor degree programme in Business Administration. The core understanding of this laboratory was that people can learn leadership. Moreover, the laboratory built on the assumption that an experienced-based approac...... to learn about leadership offers many advantages to leadership novices, in this case students without prior work experience.......This article reports on a leadership laboratory provided as an elective within a Bachelor degree programme in Business Administration. The core understanding of this laboratory was that people can learn leadership. Moreover, the laboratory built on the assumption that an experienced-based approach...

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  18. Hybrid teaching method for undergraduate student in Marine Geology class in Indonesia

    Science.gov (United States)

    Yusuf Awaluddin, M.; Yuliadi, Lintang

    2016-04-01

    Bridging Geosciences to the future generations in interesting and interactive ways are challenging for lecturers and teachers. In the past, one-way 'classic' face-to-face teaching method has been used as the only alternative for undergraduate's Marine Geology class in Padjadjaran University, Indonesia. Currently, internet users in Indonesia have been increased significantly, among of them are young generations and students. The advantage of the internet as a teaching method in Geosciences topic in Indonesia is still limited. Here we have combined between the classic and the online method for undergraduate teaching. The case study was in Marine Geology class, Padjadjaran University, with 70 students as participants and 2 instructors. We used Edmodo platform as a primary tool in our teaching and Dropbox as cloud storage. All online teaching activities such as assignment, quiz, discussion and examination were done in concert with the classic one with proportion 60% and 40% respectively. We found that the students had the different experience in this hybrid teaching method as shown in their feedback through this platform. This hybrid method offers interactive ways not only between the lecturers and the students but also among students. Classroom meeting is still needed to expose their work and for general discussion.Nevertheless, the only problem was the lack of internet access in the campus when all our students accessing the platform at the same time.

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

    Science.gov (United States)

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

    2014-09-01

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

  20. Journalism Meets Interaction Design: An Interdisciplinary Undergraduate Teaching Initiative

    Science.gov (United States)

    Angus, Daniel; Doherty, Skye

    2015-01-01

    As the media industry moves to a post-industrial model, there is a need for journalists--current and future--to have a deeper understanding of the ways that technology impacts their work and how best to produce journalism for mobile and networked devices. This article examines a teaching initiative designed to introduce journalism students to…

  1. Argument Complexity: Teaching Undergraduates to Make Better Arguments

    Science.gov (United States)

    Kelly, Matthew A.; West, Robert L.

    2017-01-01

    The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory.…

  2. Web Conferencing and ICTs to Enhance Undergraduate Science Teaching

    Science.gov (United States)

    Seufferheld, Manfredo J.; Scagnoli, Norma I.

    2011-01-01

    The last decade has seen a great variety in the ways in which instructors have incorporated the World Wide Web into their traditional classroom courses; however, this combination has not always translated into changes or improvements in teaching and learning. The real challenge has proved to be not the addition of web resources to the traditional…

  3. Integrating Catholic Social Teaching into Undergraduate Accounting Courses

    Science.gov (United States)

    Haen, Jason

    2013-01-01

    The world of work that students enter after graduation will not mirror the straightforward world portrayed by their textbooks. They will be required to make decisions that will affect more than the bottom line. Faculty at Catholic business schools can integrate the components of Catholic social teaching (CST) into the classroom to help equip…

  4. Teaching Race: Pedagogical Challenges in Predominantly White Undergraduate Theology Classrooms

    Science.gov (United States)

    Scheid, Anna Floerke; Vasko, Elisabeth T.

    2014-01-01

    While a number of scholars in the field of Christian theology have argued for the importance of teaching diversity and social justice in theology and religious studies classrooms, little has been done to document and assess formally the implementation of such pedagogy. In this article, the authors discuss the findings of a yearlong Scholarship of…

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

    Science.gov (United States)

    Mandeville, David; Stoner, Mark

    2015-01-01

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

  6. A Reflection upon the "Getting Practical" Programme: Rethinking How We Teach Practical Science

    Science.gov (United States)

    Brennan, Nikki

    2010-01-01

    In this article, the author provides an overview of the "Getting Practical" training programme of professional development for all those involved with teaching practical science at primary, secondary, and post-16 levels. The programme is being led by the ASE, working with its co-ordinating partners: the Centre for Science Education,…

  7. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    Science.gov (United States)

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

    2016-06-08

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

  8. Impact of a faculty development programme for teaching communication skills on participants' practice.

    Science.gov (United States)

    Junod Perron, Noelle; Cullati, Stephane; Hudelson, Patricia; Nendaz, Mathieu; Dolmans, Diana; van der Vleuten, Cees

    2014-05-01

    A 6-month faculty development programme was designed to improve supervisors' feedback to junior doctors on their clinical communication skills (CS) and included both CS and teaching skills training. The aim of this study was to assess supervisors' views on the impact of the programme on their subsequent teaching and communication practice. 28 clinical supervisors at the Geneva University Hospitals, from either inpatient or outpatient settings (general internists or primary care specialists), undertook a six-session faculty development programme, between 2009 and 2011, and each completed a short questionnaire before and 1 month after the course. Between 3 and 6 months after the course, the participants were interviewed about their views on the impact of the course on their practice using a semistructured interview. Interviews were audiotaped and transcribed verbatim and analysed thematically. The percentage of participants who reported teaching CS at least once a week had increased from 5/26 (19%) to 8/26 (30%), p=0.07. Participants reported using teaching skills, especially giving structured feedback. Use of newly acquired teaching skills was more likely when participants had protected time for teaching or were involved in formal teaching activities. Even participants who reported minimal teaching activity found the newly acquired CS to be useful, both with their own patients and in other professional situations. The few participants who explicitly reported teaching regularly CS in practice had generally become formal teachers in CS training. A faculty development programme on how to teach CS is perceived to be useful by clinical supervisors to acquire new skills, but using them in the workplace appears to depend on creation of a supportive environment with protected time for teaching. Involving supervisors in formal communication teaching may be one way to ensure continued use of newly learned teaching skills.

  9. English-assisted Teaching Pertaining to Pulp and Paper in Chinese Universities: An Undergraduate Perspective

    Directory of Open Access Journals (Sweden)

    Jing Shen

    2014-05-01

    Full Text Available Currently, about 20 universities in China offer undergraduate courses related to pulp and paper. This large number is congruent with the rapid development of the Chinese pulp and paper industry in the past several decades. In the context of ever-increasing internationalization and global cooperation, English-assisted teaching in Chinese universities has much potential. The wide-spread implementation of English-assisted teaching would promote the career development of students and help foster the advancement of the Chinese pulp and paper industry.

  10. Teaching of Botany in higher education: representations and discussions of undergraduate students

    OpenAIRE

    Silva, João Rodrigo Santos da; Guimarães, Fernando; Sano, Paulo Takeo

    2016-01-01

    The teaching of botany is characterised as being taught in a technical and uninteresting way for students. The objective of this work is to find out what students think of the way Botany is taught and their views on this as students and in the future as teachers. To achieve this objective an open questionnaire was given to first year undergraduate students studying Biological Sciences. Two hundred and twenty one students from four different Universities filled in the questionnaire. From the r...

  11. “Surfing in the cell” - an investigative game for teaching cytoskeleton concepts for undergraduate students

    OpenAIRE

    Alves Gomes, G.

    2009-01-01

    The educational role of games becomes evident as students are more active, able to take decisions, solve problems and react to the results of their own decisions. The educative board game Discovering the Cell is based on problem-solving learning. This game challenges students to collect, discuss and interpret clues in order to decipher a question. In this work we evaluated the game as a tool for teaching health sciences undergraduate students from Rio de Janeiro. In a questionnaire-based anal...

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

    Science.gov (United States)

    Vogel, Daniela; Harendza, Sigrid

    2016-01-01

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

  13. Course Evaluation Matters: Improving Students' Learning Experiences with a Peer-Assisted Teaching Programme

    Science.gov (United States)

    Carbone, Angela; Ross, Bella; Phelan, Liam; Lindsay, Katherine; Drew, Steve; Stoney, Sue; Cottman, Caroline

    2015-01-01

    In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in…

  14. An evaluation of a paediatric radiation oncology teaching programme incorporating a SCORPIO teaching model

    International Nuclear Information System (INIS)

    Ahern, Verity

    2011-01-01

    Full text: Many radiation oncology registrars have no exposure to paedi atrics during their training, To address this, the Paediatric Special Interest Group of the Royal Australian and New Zealand College of Radiologists has convened a biennial teaching course since 1997. The 2009 course incorpo rated the use of a Structured, Clinical, Objective-Referenced, Problem orientated, Integrated and Organized (SCORPIO) teaching model for small group tutorials. This study evaluates whether the paediatric radiation oncol ogy curriculum can be adapted to the SCORPIO teaching model and to evaluate the revised course from the registrars' perspective. Methods: Teaching and learning resources included a pre-course reading list, a lecture series programme and a SCORPIO workshop. Three evaluation instruments were developed: an overall Course Evaluation Survey for all participants, a SCORPIO Workshop Survey for registrars and a Teacher's SCORPIO Workshop Survey. Results: Forty-five radiation oncology registrars, 14 radiation therapists and five paediatric oncology registrars attended. Seventy-three per cent (47/64) of all participants completed the Course Evaluation Survey and 95% (38/40) of registrars completed the SCORPIO Workshop Survey. All teachers com pleted the Teacher's SCORPIO Survey (10/10). The overall educational expe rience was rated as good or excellent by 93% (43/47) of respondents. Ratings of satisfaction with lecture sessions were predominantly good or excellent. Registrars gave the SCORPIO workshop high ratings on each of 10 aspects of quality, with 82% allocating an excellent rating overall for the SCORPIO activity. Both registrars and teachers recommended more time for the SCORPIO stations. Conclusions: The 2009 course met the educational needs of the radiation oncology registrars and the SCORPIO workshop was a highly valued educa tional component.

  15. An evaluation of a paediatric radiation oncology teaching programme incorporating a SCORPIO teaching model.

    Science.gov (United States)

    Ahern, Verity; Klein, Linda; Bentvelzen, Adam; Garlan, Karen; Jeffery, Heather

    2011-04-01

    Many radiation oncology registrars have no exposure to paediatrics during their training. To address this, the Paediatric Special Interest Group of the Royal Australian and New Zealand College of Radiologists has convened a biennial teaching course since 1997. The 2009 course incorporated the use of a Structured, Clinical, Objective-Referenced, Problem-orientated, Integrated and Organized (SCORPIO) teaching model for small group tutorials. This study evaluates whether the paediatric radiation oncology curriculum can be adapted to the SCORPIO teaching model and to evaluate the revised course from the registrars' perspective. Teaching and learning resources included a pre-course reading list, a lecture series programme and a SCORPIO workshop. Three evaluation instruments were developed: an overall Course Evaluation Survey for all participants, a SCORPIO Workshop Survey for registrars and a Teacher's SCORPIO Workshop Survey. Forty-five radiation oncology registrars, 14 radiation therapists and five paediatric oncology registrars attended. Seventy-three per cent (47/64) of all participants completed the Course Evaluation Survey and 95% (38/40) of registrars completed the SCORPIO Workshop Survey. All teachers completed the Teacher's SCORPIO Survey (10/10). The overall educational experience was rated as good or excellent by 93% (43/47) of respondents. Ratings of satisfaction with lecture sessions were predominantly good or excellent. Registrars gave the SCORPIO workshop high ratings on each of 10 aspects of quality, with 82% allocating an excellent rating overall for the SCORPIO activity. Both registrars and teachers recommended more time for the SCORPIO stations. The 2009 course met the educational needs of the radiation oncology registrars and the SCORPIO workshop was a highly valued educational component. © 2011 The Authors. Journal of Medical Imaging and Radiation Oncology © 2011 The Royal Australian and New Zealand College of Radiologists.

  16. The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review.

    Science.gov (United States)

    McCann, Edward; Brown, Michael

    2018-05-01

    An inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+. The aim of this systematic review was to examine the education and training requirements of undergraduate students and health professionals regarding the inclusion of LGBT+ health issues. A systematic review of the available published empirical studies. A systematic literature search was undertaken of the following databases: CINAHL, PubMed, PsycINFO, Embase and Sociological Abstracts. All papers reviewed were from the years 2007 to 2017 and written in English. Three research questions informing the literature review were: (i) What are the education and training requirements of undergraduate students and health professionals regarding the health needs of LGBT+ people? (ii) What are the approaches utilized in the education and training of undergraduate students and health professionals regarding the health needs of LGBT+ people? (iii) What are the best practice examples of the education and training of undergraduate students and health professionals? Following the application of definitive criteria, 22 papers were included in the review. Quality appraisal and data extraction was undertaken by the two authors. The 22 papers were reviewed in detail in the final data analysis and synthesis where four main themes were identified: (1) Cultural competence and inclusivity. (2) Existing knowledge of LGBT+ health-related issues. (3) Curriculum developments and outcomes. (4) Evidence of best practice in education delivery. The review highlights the importance of the inclusion of LGBT+ health-related issues within the health curriculum and continuing professional development programmes and the implications for education and training, clinical practice and research. Copyright © 2018 Elsevier Ltd. All rights reserved.

  17. Teaching of reading to school beginners : a study of reading programmes in primary one in Uganda

    OpenAIRE

    Kemizano, Rosert

    2007-01-01

    Abstract The study examines reading programmes with the reference to the teaching/learning of reading to school beginners. The teaching of reading at the early stages is important because it is the quality of the experiences that children get that affect or lay the foundation for reading development (Chall, 1996).Therefore, the phenomenon, “teaching of reading to school beginners” studied is of great importance. The theoretical background used includes reading and its importance, Languag...

  18. Teaching communication skills and medical ethics to undergraduate medical student

    Directory of Open Access Journals (Sweden)

    SADIA AHSIN

    2013-07-01

    Full Text Available Introduction: The purpose of this study was to improve communication skills and knowledge of bioethics of last year medical students doing clerkship and to evaluate the effectiveness of using workshops for this purpose from students’ point of view, in order to continue such programs in future. Methods: After Ethical approval for the study a two-day workshop on teaching effective communication skills and principles of medical ethics was planned and conducted by the department of Medical Education through multidisciplinary faculty of Foundation University Medical College, Pakistan. A total of 102 last year medical students participated in this workshop. The students were divided into 8 groups each containing 12 students. A team of pre trained facilitators for each group conducted the group activities. Teaching strategies including interactive discussions on basic principles of doctor-patient relationship, power point presentations, day to day case scenarios, video clips and presentations involving students in role plays were used. Pre and post workshop self evaluation proformas about knowledge and skills of communication and medical ethics were rated (0=none, 1=below average, 2=average, 3=above average, 4=very good, 5=excellent by the students. Results: 89 out of 102 participants returned the proformas. A significant percentage of students (%82 showed improvement in their knowledge and skills of appreciating bioethical issues like valid informed consent, patient confidentiality, end of life issues and breaking bad news by rating as “very good” after participation in the workshop. More than %70 students recommended this activity for other students. Conclusion: Teaching through interactive workshops was found to be an effective method as reflected by students’ feedback. Therefore, the program will be continued in future.

  19. Teaching undergraduates the process of peer review: learning by doing.

    Science.gov (United States)

    Rangachari, P K

    2010-09-01

    An active approach allowed undergraduates in Health Sciences to learn the dynamics of peer review at first hand. A four-stage process was used. In stage 1, students formed self-selected groups to explore specific issues. In stage 2, each group posted their interim reports online on a specific date. Each student read all the other reports and prepared detailed critiques. In stage 3, each report was discussed at sessions where the lead discussant was selected at random. All students participated in the peer review process. The written critiques were collated and returned to each group, who were asked to resubmit their revised reports within 2 wk. In stage 4, final submissions accompanied by rebuttals were graded. Student responses to a questionnaire were highly positive. They recognized the individual steps in the standard peer review, appreciated the complexities involved, and got a first-hand experience of some of the inherent variabilities involved. The absence of formal presentations and the opportunity to read each other's reports permitted them to study issues in greater depth.

  20. Teaching forensic pathology to undergraduates at Zhongshan School of Medicine.

    Science.gov (United States)

    Zhou, Nan; Wu, Qiu-Ping; Su, Terry; Zhao, Qian-Hao; Yin, Kun; Zheng, Da; Zheng, Jing-Jing; Huang, Lei; Cheng, Jian-Ding

    2018-04-01

    Producing qualified forensic pathological practitioners is a common difficulty around the world. In China, forensic pathology is one of the required major subspecialties for undergraduates majoring in forensic medicine, in contrast to forensic education in Western countries where forensic pathology is often optional. The enduring predicament is that the professional qualities and abilities of forensic students from different institutions vary due to the lack of an efficient forensic pedagogical model. The purpose of this article is to describe the new pedagogical model of forensic pathology at Zhongshan School of Medicine, Sun Yat-sen University, which is characterised by: (a) imparting a broad view of forensic pathology and basic knowledge of duties and tasks in future careers to students; (b) educating students in primary skills on legal and medical issues, as well as advanced forensic pathological techniques; (c) providing students with resources to broaden their professional minds, and opportunities to improve their professional qualities and abilities; and (d) mentoring students on occupational preparation and further forensic education. In the past few years, this model has resulted in numerous notable forensic students accomplishing achievements in forensic practice and forensic scientific research. We therefore expect this pedagogical model to establish the foundation for forensic pathological education and other subspecialties of forensic medicine in China and abroad.

  1. Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching

    Directory of Open Access Journals (Sweden)

    Zamora Javier

    2007-06-01

    Full Text Available Abstract Background Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor' on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Methods Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC. Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Results Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part

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

    Science.gov (United States)

    Gourlay, Barbara Elas

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

  3. A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

    Science.gov (United States)

    Mack, Michael Ryan

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

  4. Combining Research and Teaching in the Undergraduate Classroom

    Science.gov (United States)

    Cannon, John M.

    2013-01-01

    Bridging the gap between scholarship and teaching is perhaps the most difficult challenge facing faculty members in the sciences. Here I discuss a pedagogical strategy that combines these seemingly disconnected areas. In a semester-long, upper-level astronomical techniques class that has been offered three times at Macalester College, I have integrated a major research component into the curriculum. In each iteration of the course, students have analyzed new scientific data acquired with the National Radio Astronomy Observatory's Very Large Array (either from General Observer programs or from the "Observing for University Classes" program). Each of the three courses has produced a journal article in the peer-reviewed literature (Cannon et al. 2010, 2011, 2012); every student enrolled in these three courses is now a co-author on one of these manuscripts. Representative course design materials are presented here to motivate faculty members with diverse research specialties to undertake similar endeavors.

  5. Integrating Research-Informed Teaching within an Undergraduate Level 4 (Year 1) Diagnostic Radiography Curriculum: A Pilot Study

    Science.gov (United States)

    Higgins, Robert; Hogg, Peter; Robinson, Leslie

    2013-01-01

    This article discusses the piloting and evaluation of the Research-informed Teaching experience (RiTe) project. The aim of RiTe was to link teaching and learning with research within an undergraduate diagnostic radiography curriculum. A preliminary pilot study of RiTe was undertaken with a group of level 4 (year 1) volunteer BSc (Hons) diagnostic…

  6. Head and Neck Anatomy: Effect of Focussed Near-Peer Teaching on Anatomical Confidence in Undergraduate Medical Students.

    Science.gov (United States)

    Morris, Simon; Osborne, Max Sallis; Bowyer, Duncan

    2018-05-11

    To assess the effect of near-peer head and neck anatomy teaching on undergraduates and to quantify the benefit from a focussed teaching course. Near-peer teaching involves colleagues within close seniority and age proximity teaching one another on a specified topic. Small group teaching sessions were delivered to medical students on 3 key areas of ENT anatomy. Participants were given a precourse and postcourse questionnaire to determine the benefit attained from the course. An undergraduate anatomy course taking place at the University of Birmingham Medical School. A total of 30 medical students: 15 preclinical (years 1-2) and 15 clinical (years 3-5) medical students participated from a single institution. A total of 71% of students expressed inadequate teaching of head and neck anatomy in undergraduate curriculum. All students (n = 30) expressed benefit from the course, however the patterns of learning differed: preclinical students showed a significant improvement in both their ability to name anatomical structures and their application (p peer learning provides benefit to all medical undergraduates in the context of teaching anatomy which may make it a valuable teaching tool for the future of medical education. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Whillier, Stephney; Lystad, Reidar P.

    2013-01-01

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

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

    Science.gov (United States)

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

    2017-10-01

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

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

    Science.gov (United States)

    Rogers, Jill Cellars; Taylor, Ann T S

    2011-06-01

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

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

    Science.gov (United States)

    Jones, Richard Martin

    2017-11-01

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

  11. International infectious diseases teaching to undergraduate medical students: A successful European collaborative experience.

    Science.gov (United States)

    Charlier, Caroline; Johannessen, Ingólfur; Mackintosh, Claire L; Wilks, David; Cauda, Roberto; Wolf, Federica I; Le Jeunne, Claire

    2017-09-01

    The emerging global-health paradigm requires medical teaching to be continuously redefined and updated; to this end, transnational approaches should be encouraged and medical training harmonized. Infectious diseases (ID) teaching in the current context of emerging infections, fast-increasing bacterial resistance and large-scale human migration, was chosen to develop a common international course. We report the successful implementation of a joint European undergraduate course aiming to (i) develop a common ID core curriculum among European medical schools; (ii) promote mobility among teachers and students (iii) promote international cooperation among European teachers. The course was built around teachers' mobility. It was delivered in English by a team of European medical educators from Paris Descartes University, Università Cattolica del Sacro Cuore in Rome and the University of Edinburgh to groups of 25-30 undergraduate medical students at each university. Partner Institutions officially recognized the course as substitutive of or additive to the regular curriculum. The course has been running for 3 years and received excellent satisfaction scores by students and staff as regards to scientific content, pedagogy and international exchanges. This cooperative approach demonstrates the feasibility of a harmonized European undergraduate medical education, having ID as a test experiment for future developments.

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

    Science.gov (United States)

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

    2015-01-01

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

  13. The role of teaching practice in teacher education programmes ...

    African Journals Online (AJOL)

    The teaching practice exercise is the culminating point where the relationship among the three major players: university supervisor, host teacher, and aspiring teacher interface to determine the quality of experience the aspiring teaching will take away. It becomes the bedrock on which the aspiring teacher once certified and ...

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

    Science.gov (United States)

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

    2017-08-01

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

  15. Undergraduate Research as a Process for STEM Teaching and Learning Systemic Change: Lessons Learned from the Council on Undergraduate Research NSF CCLI and TUES Projects

    Science.gov (United States)

    Ambos, E. L.; Havholm, K. G.; Malachowski, M.; Osborn, J.; Karukstis, K.

    2013-12-01

    concerted efforts to affect policy, workload, tenure and promotion and resource issues, which are often core factors in any STEM education change process. Several systems are now connecting individual campus-based undergraduate research efforts more effectively, and tying undergraduate research to regional workforce and economic development programs. Many campus teams are moving their department and colleges toward curricular innovations that emphasize scaffolding undergraduate research throughout the undergraduate curriculum. An NSF EAGER/WIDER supplement to the CUR CCLI III award was received in October 2012 and expanded the scope of the project to include deeper study of the changes processes underway at each of the six systems and to tease out the factors that can either promote or retard expansion of undergraduate research as a teaching and learning paradigm. Lessons learned from one of the six systems, the University of Wisconsin, will be highlighted.

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

    Science.gov (United States)

    Vogel, Daniela; Harendza, Sigrid

    2016-01-01

    Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

  17. A Conceptual Approach to Teaching Object-Orientation to C Programmers

    DEFF Research Database (Denmark)

    Madsen, Ole Lehrmann; Torgersen, Mads; Røn, Henrik

    1998-01-01

    This paper describes experiences from a three-day course held as part of a collaborative research project, in which object-oriented programming was taught to a group of engineers who were all proficient C programmers. Our approach to teaching object-oriented programming focuses on conceptual...... modeling, emphasizing that object-orientation is not a bag of solutions and technology; rather, object-orientation is a means to understand, describe (model) and communicate. The paper describes a general approach to teaching object-oriented programming to C-programmers and reports on the experience from...

  18. Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme.

    Science.gov (United States)

    Willemse, Juliana J; Bozalek, Vivienne

    2015-01-01

    Promoting the quality and effectiveness of nursing education is an important factor, given the increased demand for nursing professionals. It is important to establish learning environments that provide personalised guidance and feedback to students about their practical skills and application of their theoretical knowledge. To explore and describe the knowledge and points of view of students and educators about introduction of new technologies into an undergraduate nursing programme. The qualitative design used Tesch's (1990) steps of descriptive data analysis to complete thematic analysis of the data collected in focus group discussions (FGDs) and individual interviews to identify themes. Themes identified from the students’ FGDs and individual interviews included: mobile devices as a communication tool; email, WhatsApp and Facebook as methods of communication; WhatsApp as a method of communication; nurses as role-models in the clinical setting; setting personal boundaries; and impact of mobile devices in clinical practice on professionalism. Themes identified from the FGD, individual interviews and a discussion session held with educators included: peer learning via mobile devices; email, WhatsApp and Facebook as methods of communication; the mobile device as a positive learning method; students need practical guidance; and ethical concerns in clinical facilities about Internet access and use of mobile devices. The research project established an understanding of the knowledge and points of view of students and educators regarding introduction of new technologies into an undergraduate nursing programme with the aim of enhancing integration of theory and clinical practice through use of mobile devices.

  19. Risks in teaching manipulation techniques in master programmes

    NARCIS (Netherlands)

    Pool, Jan J.M.; Cagnie, B.; Pool-Goudzwaard, A.L.

    2016-01-01

    High Velocity Techniques (HVT) in the (high) cervical spine are part of the standard curricula of manual therapy educational programmes. Little is known about the risk or the presence of adverse events during skills training sessions. This article describes two cases of students with both being at

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

    Science.gov (United States)

    Russell, Martha Joan

    2014-06-01

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

  1. Instructors' use of technology in post-secondary undergraduate mathematics teaching: a local study

    Science.gov (United States)

    Jesso, A. T.; Kondratieva, M. F.

    2016-02-01

    In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication purposes. However, the use of math-specific technology such as computer algebra systems, or dynamic geometry software for instructional, exploratory, and creative activities with students takes place mostly on an individual basis, only occasionally, and is very much topic specific. This was even the case for those instructors who use technology proficiently in their research. The data also suggested that familiarity with and discussions of examples of technology implementation in teaching at regular and field-oriented professional development seminars within mathematics departments could potentially increase the use of math-specific technology by instructors.

  2. HAS THE TIME COME TO CHANGE THE WAY WE TEACH COMMUNITY MEDICINE TO UNDERGRADUATE STUDENTS?

    Directory of Open Access Journals (Sweden)

    Rahul Bansal

    2013-03-01

    Full Text Available Why the need to change ? Substantial increase in the content of subject : The content of the subject has grown by at least 30 % from the time when I was an undergraduate student and we used to read the 7th edition of Preventive and Social Medicine by Park. At that time this book had only 686 pages (size of pages was at least 30 % less than now had only 16 chapters .The 21st edition of the same book has 868 pages and 23 chapters. This goes on to show that the content of subject has increased substantially. 12 weeks of clinical posting added : Medical Council of India has added 12 weeks of clinical posting to the teaching of Community Medicine similar to the postings in major clinical subjects, where in the students are available to us in small groups for approximately 3 hours everyday. In spite of the increase in subject content and the opportunity for small group teaching during postings, I personally feel that we have not been able to inspire students to learn Community Medicine with enthusiasm. Why the subject has not become much popular among under graduate students? Before going into the further details let us look at the following observations made by the WHO -SEARO expert group on “Improving the teaching of Public Health at undergraduate level in medical schools – suggested guidelines.” – Today most of the teaching in public health is carried out using didactic lectures within the ivory tower of an institution with limited exposure to the community .Public health education has to be an active process ,student centered , inquiry driven , evidence based and problem solving as well addressing the needs of the community .The role of the teacher should be to facilitate the student to acquire the competencies through field based experiential learning of public health competencies involving dedicated time for practice , receiving feedback and reflecting on its application in their future role as primary care doctors1.

  3. How are we assessing near-peer teaching in undergraduate health professional education? A systematic review.

    Science.gov (United States)

    Irvine, Susan; Williams, Brett; McKenna, Lisa

    2017-03-01

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

  4. Rethinking Culture Teaching in English Language Programmes in Thailand

    Science.gov (United States)

    Snodin, Navaporn S.

    2016-01-01

    This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers' understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices…

  5. The Effects of a Dyslexia-Centred Teaching Programme.

    Science.gov (United States)

    Hornsby, Beve; Miles, T. R.

    1980-01-01

    Results are presented for 107 dyslexic children who received instruction through a "dyslexia-centered" (structured, sequential, cumulative, and thorough) program at a hospital clinic, a unit attached to a university department, or a private center. This teaching program proved very successful at all three settings. (Author/SJL)

  6. The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme

    Science.gov (United States)

    Addy, Tracie M.; Blanchard, Margaret R.

    2010-05-01

    Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.

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

    Science.gov (United States)

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

    2016-06-01

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

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

    Science.gov (United States)

    Strickland, Karen; Gray, Colin; Hill, Gordon

    2012-07-01

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

  9. The home care teaching and learning process in undergraduate health care degree courses.

    Science.gov (United States)

    Hermann, Ana Paula; Lacerda, Maria Ribeiro; Maftum, Mariluci Alves; Bernardino, Elizabeth; Mello, Ana Lúcia Schaefer Ferreira de

    2017-07-01

    Home care, one of the services provided by the health system, requires health practitioners who are capable of understanding its specificities. This study aimed to build a substantive theory that describes experiences of home care teaching and learning during undergraduate degree courses in nursing, pharmacy, medicine, nutrition, dentistry and occupational therapy. A qualitative analysis was performed using the grounded theory approach based on the results of 63 semistructured interviews conducted with final year students, professors who taught subjects related to home care, and recent graduates working with home care, all participants in the above courses. The data was analyzed in three stages - open coding, axial coding and selective coding - resulting in the phenomenon Experiences of home care teaching and learning during the undergraduate health care degree courses. Its causes were described in the category Articulating knowledge of home care, strategies in the category Experiencing the unique nature of home care, intervening conditions in the category Understanding the multidimensional characteristics of home care, consequences in the category Changing thinking about home care training, and context in the category Understanding home care in the health system. Home care contributes towards the decentralization of hospital care.

  10. Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach

    Directory of Open Access Journals (Sweden)

    Orison Marden Bandeira de Melo Júnior

    2015-04-01

    Full Text Available This article aims to be part of the ongoing discussion on the teaching of literature written in English (LWE in literature classes in undergraduate language programs. In order to do that, it shows the challenges posed by the Letras DCN (National Curriculum Guidelines for the undergraduate Language Teacher Education programs as well as the reality literature teachers face due to the reduced number of hours of literature classes assigned in course curricula and to students' limited knowledge of English. Based on the dialogical concept of language and on the possibility of cooperation between scientific trends, we present a cooperative work between DDA (Dialogical Discourse Analysis and Pragmatics, showing how consonant and dissonant they are. Besides, we present part of the analysis of Alice Walker's short story Her Sweet Jerome done by students, which, in this context of teaching LWE to students with limited knowledge of English, pointed to the possibility of Pragmatics being the first step towards a dialogical analysis of literary texts.

  11. Inspiration from drones, Lidar measurements and 3D models in undergraduate teaching

    Science.gov (United States)

    Blenkinsop, Thomas; Ellis, Jennifer

    2017-04-01

    Three-dimensional models, photogrammetry and remote sensing are increasingly common techniques used in structural analysis. We have found that using drones and Lidar on undergraduate field trips has piqued interest in fieldwork, provided data for follow-up laboratory exercises, and inspired undergraduates to attempt 3D modelling in independent mapping projects. The scale of structures visible in cliff and sea shore exposures in South Wales is ideal for using drones to capture images for 3D models. Fault scarps in the South Wales coalfield were scanned by Lidar and drone. Our experience suggests that the drone data were much easier to acquire and process than the Lidar data, and adequate for most teaching purposes. In the lab, we used the models to show the structure in 3D, and as the basis for an introduction to geological modelling software. Now that tools for photogrammetry, drones, and processing software are widely available and affordable, they can be readily integrated into teaching. An additional benefit from the images and models is that they may be used for exercises that can be substituted for fieldwork to achieve some (but not all) of the learning outcomes in the case that field access is prevented.

  12. Learning to teach geography for primary education : Results of an experimental programme

    NARCIS (Netherlands)

    Blankman, M.; Schoonenboom, J.; van der Schee, J.; Boogaard, M.; Volman, M.

    2016-01-01

    Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this

  13. Teaching Personal and Social Responsibility Model-Based Programmes in Physical Education: A Systematic Review

    Science.gov (United States)

    Pozo, Pablo; Grao-Cruces, Alberto; Pérez-Ordás, Raquel

    2018-01-01

    The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords "responsibility model" and…

  14. An Action-Research Programme with Secondary Education Teachers on Teaching and Learning Photosynthesis

    Science.gov (United States)

    Domingos-Grilo, Paula; Reis-Grilo, Carlos; Ruiz, Constantino; Mellado, Vicente

    2012-01-01

    We describe part of an action-research programme in Spain which was based on metacognitive reflection. The participants were four science teachers in a secondary school during the 2004-05 and 2005-06 academic years. During the study, they each analysed their own pupils' alternative ideas on photosynthesis and their teaching methods as recorded in…

  15. Chinese Students' Perceptions of the Teaching in an Australian Accounting Programme--An Exploratory Study

    Science.gov (United States)

    Wong, Grace; Cooper, Barry J.; Dellaportas, Steven

    2015-01-01

    This exploratory study is designed to elicit and understand the views of Mainland Chinese students concerning their learning experience in an Australian accounting education programme. The article contributes to the literature by investigating the issues and implications associated with international students' perceptions of teaching, as little…

  16. Assessment and Teaching of Science Skills: Whole of Programme Perceptions of Graduating Students

    Science.gov (United States)

    Hodgson, Yvonne; Varsavsky, Cristina; Matthews, Kelly E.

    2014-01-01

    This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six…

  17. Impact of a faculty development programme for teaching communication skills on participants' practice

    NARCIS (Netherlands)

    Junod Perron, N.; Cullati, S.; Hudelson, P.; Nendaz, M.; Dolmans, D.; Vleuten, C.P.M. van der

    2014-01-01

    PURPOSE OF THE STUDY: A 6-month faculty development programme was designed to improve supervisors' feedback to junior doctors on their clinical communication skills (CS) and included both CS and teaching skills training. The aim of this study was to assess supervisors' views on the impact of the

  18. Overcoming Barriers to Using Precision Teaching with a Web-Based Programme

    Science.gov (United States)

    Hayes, Ben; Heather, Andrew; Jones, Daniel; Clarke, Christopher

    2018-01-01

    Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading.…

  19. How and Why We Should Encourage Undergraduate Geography Students to Participate in the Erasmus Programme

    Science.gov (United States)

    Deakin, Hannah

    2013-01-01

    Studying or working abroad during the course of an undergraduate degree has been associated with many positive outcomes and benefits. Despite this, there is scant literature on the role higher education institution (HEIs) play in encouraging outgoing student mobility. There is subsequently limited practical guidance for individuals within HEIs…

  20. A mixed method, multiperspective evaluation of a near peer teaching programme.

    Science.gov (United States)

    Lydon, Sinéad; O'Connor, Paul; Mongan, Orla; Gorecka, Miroslawa; McVicker, Lyle; Stankard, Aiden; Byrne, Dara

    2017-09-01

    Peer teaching (PT) has become increasingly popular. PT may offer benefits for students, tutors and institutions. Although resistance to PT has been identified among faculty, research has typically focused on students' experiences and perceptions, rather than those of the peer tutors or senior doctors/medical faculty. The current study comprised of a comprehensive, multiperspective evaluation of a near PT programme delivered by interns to final-year medical students in the Republic of Ireland. This study employed a mixed methods design, using both interviews and questionnaires to assess students' (n=130), interns' (n=49) and medical faculty's or senior doctors' (n=29) perceptions of the programme. All three groups were emphatic about the programme's benefits, although senior doctors and faculty reported significantly more positive attitudes than the others. Mean ratings of the programme's value, out of 10, were 8.2 among students, 8.2 among interns and 9.1 among senior doctors and faculty. Challenges identified were largely organisational in nature. Perceived benefits for students included the informality of teaching sessions, increased opportunities in the clinical environment and improvements in exam preparedness. Perceived benefits for the interns included improvements in knowledge and teaching ability and experience as a role model. PT programmes have been posited as an 'easy fix' to growing numbers of students. However, it is apparent that PT has substantial value outside of this. Future research that conducts economic evaluations of such programmes and that collects objective data on teaching quality and student learning would be of much interest. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  1. Methodology for developing teaching activities and materials for use in fluid mechanics courses in undergraduate engineering programs

    Directory of Open Access Journals (Sweden)

    Pedro Javier Gamez-Montero

    2015-03-01

    Full Text Available “Mechanics” and “Fluids” are familiar concepts for any newly-registered engineering student. However, when combined into the term “Fluid Mechanics”, students are thrust into the great unknown. The present article demonstrates the process of adaptation employed by the Fluid Mechanics course in the undergraduate engineering program, along with the teaching methodology, teaching materials and results obtained, evaluating the final objective in terms of student satsfaction and level of learning.

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Konstantinos Kyriakoulis

    2016-09-01

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

  4. Teamwork: Effectively Teaching an Employability Skill

    Science.gov (United States)

    Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

    2010-01-01

    Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

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

    Science.gov (United States)

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

    2014-12-01

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

  6. Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme

    Directory of Open Access Journals (Sweden)

    Juliana J. Willemse

    2015-09-01

    Full Text Available Background: Promoting the quality and effectiveness of nursing education is an important factor, given the increased demand for nursing professionals. It is important to establish learning environments that provide personalised guidance and feedback to students about their practical skills and application of their theoretical knowledge. Objective: To explore and describe the knowledge and points of view of students and educators about introduction of new technologies into an undergraduate nursing programme. Method: The qualitative design used Tesch’s (1990 steps of descriptive data analysis to complete thematic analysis of the data collected in focus group discussions (FGDs andindividual interviews to identify themes. Results: Themes identified from the students’ FGDs and individual interviews included:mobile devices as a communication tool; email, WhatsApp and Facebook as methods of communication; WhatsApp as a method of communication; nurses as role-models in the clinical setting; setting personal boundaries; and impact of mobile devices in clinical practiceon professionalism. Themes identified from the FGD, individual interviews and a discussion session held with educators included: peer learning via mobile devices; email, WhatsApp and Facebook as methods of communication; the mobile device as a positive learning method; students need practical guidance; and ethical concerns in clinical facilities about Internet access and use of mobile devices. Conclusion: The research project established an understanding of the knowledge and points of view of students and educators regarding introduction of new technologies into an undergraduate nursing programme with the aim of enhancing integration of theory and clinical practice through use of mobile devices.

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

    Science.gov (United States)

    Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

    2015-01-01

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

  8. Teaching Business Statistics with Real Data to Undergraduates and the Use of Technology in the Class Room

    Science.gov (United States)

    Singamsetti, Rao

    2007-01-01

    In this paper an attempt is made to highlight some issues of interpretation of statistical concepts and interpretation of results as taught in undergraduate Business statistics courses. The use of modern technology in the class room is shown to have increased the efficiency and the ease of learning and teaching in statistics. The importance of…

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  11. Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

    Science.gov (United States)

    Schreurs, Marie-Louise; Huveneers, Wilma; Dolmans, Diana

    2016-08-01

    The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment. We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching. After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities. The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs.

  12. Making Sense of Learning: Insights from an Experientially-Based Undergraduate Entrepreneurship Programme

    Science.gov (United States)

    Blackwood, Tony; Round, Anna; Pugalis, Lee; Hatt, Lucy

    2015-01-01

    Entrepreneurial learning is complex, reflecting the distinctive dispositions of entrepreneurs (including nascent entrepreneurs at an early stage in their entrepreneurial life course). The surge in entrepreneurship education programmes over recent decades and the attendant increase in scholarship have often contributed to this convoluted field.…

  13. Teaching Spatial Thinking in Undergraduate Geology Courses Using Tools and Strategies from Cognitive Science Research

    Science.gov (United States)

    Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

    2015-12-01

    Spatial visualization is an essential skill in the STEM disciplines, including the geological sciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may struggle to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. Using strategies that have emerged from cognitive science research, we developed a set of curricular materials that improve undergraduate geology majors' abilities to reason about 3D concepts and to solve spatially complex geological problems. Cognitive science research on spatial thinking demonstrates that predictive sketching, making visual comparisons, gesturing, and the use of analogy can be used to develop students' spatial thinking skills. We conducted a three-year study of the efficacy of these strategies in strengthening the spatial skills of students in core geology courses at three universities. Our methodology is a quasi-experimental quantitative design, utilizing pre- and post-tests of spatial thinking skills, assessments of spatial problem-solving skills, and a control group comprised of students not exposed to our new curricular materials. Students taught using the new curricular materials show improvement in spatial thinking skills. Further analysis of our data, to be completed prior to AGU, will answer additional questions about the relationship between spatial skills and academic performance, spatial skills and gender, spatial skills and confidence, and the impact of our curricular materials on students who are struggling academically. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate education in the geological sciences by removing one significant barrier to success.

  14. Using a pedagogical approach to integrate evidence-based teaching in an undergraduate women's health course.

    Science.gov (United States)

    Dawley, Katy; Bloch, Joan Rosen; Suplee, Patricia Dunphy; McKeever, Amy; Scherzer, Gerri

    2011-06-01

    Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. PURPOSE AND GOALS: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research. A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students (n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. Students identified 1,808 clinical questions and 30.3% (n = 547) of these could not be answered or supported by evidence in the literature. This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research. Copyright ©2010 Sigma Theta Tau International.

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

    Science.gov (United States)

    Sadler, Michael

    2015-04-01

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

  16. Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

    Directory of Open Access Journals (Sweden)

    Asha Khare

    2011-01-01

    Full Text Available India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What children learn can affect their later success or failure in school, work, and their personal lives. As such, the school teachers need to improve their own English language skills if they are teaching without any previous English language training. This paper throws light on the communicative approach of English language teaching. It introduces the Certificate in Teaching of English (CTE programme of the Indira Gandhi National Open University (IGNOU and outlines the syllabus and the methods used by the university to impart English Language Teaching skills to the elementary/secondary school teachers through this programme with the objective to enhance teacher’s understanding of  the learners and their learning process.

  17. The teaching of temporomandibular disorders and orofacial pain at undergraduate level in Brazilian dental schools

    Directory of Open Access Journals (Sweden)

    Wagner SIMM

    2013-12-01

    Full Text Available Objectives: Evaluate the way the topics for the study of pain mechanisms in general, and Orofacial Pain (OFP and temporomandibular disorders (TMDs more specifically, are addressed in undergraduate courses curricula, and also to verify the existence of specialist OFP/TMD teachers in Brazilian dental schools. Methods: Between July 2010 and January 2011, course Coordinators/Directors of all dental schools duly registered at the Ministry of Education were invited to answer a questionnaire on topics related to OFP/TMD teaching in their institutions. Results: Fifty-three dental schools representatives answered the questionnaire. The study of pain mechanisms was found to cover an average of less than 10% of the courses' total time. Pharmacology, Endodontics and Physiology were identified as the departments usually responsible for addressing pain mechanisms in dental courses. Psychosocial aspects were found to occupy a very small proportion in the syllabi, while most of the content referred to biological or somatic aspects. OFP/TMD is addressed by a specific department in only 28.4% of the participating dental schools, while in most cases (46.3%, OFP/TMD is under the responsibility of the Prosthodontics department. Only 38.5% of respondents indicated that they had a specialist OFP/TMD teacher in their Schools. Conclusion: Among the Brazilian dental schools participating in the study, the teaching of OFP/TMD was found to be insufficient, segmented or with an extremely restricted focus. This initial assessment indicates that Curricular Guidelines for the study of OFP/TMD at undergraduate dental schools should be developed and implemented to facilitate their appropriate inclusion into the curricula and in specific pedagogical projects.

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

    Science.gov (United States)

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

    2001-07-01

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

  19. Undergraduate Teaching in Geriatrics and Pediatrics in Portuguese Medical Schools: An Observational Study.

    Science.gov (United States)

    Amaral, Mariana; Matias, Filipa; Massena, Lígia; Cardoso, Nuno

    2016-12-30

    Motivated by the contracting nature of the Portuguese age pyramid, and thereby the ever increasing geriatric population, the aim of this study was to compare the number of European Credit Transfer and Accumulation System Credits dedicated to Geriatrics with Pediatrics in Portuguese Medical Schools. An observational, descriptive and cross-sectional study was conducted and included six Portuguese Medical Schools that have six years of training and a total of 360 credits. The study plans were obtained from the medical schools' websites or requested. Schools were grouped in modular/classic teaching methodology and the courses were categorized in mandatory/optional and specific/related. The credits of Geriatrics and Pediatrics were compared. Four schools had classical methodology and two had a modular one. Overall, they had more credits dedicated to Pediatrics than Geriatrics. Three schools offered mandatory courses specifically oriented to Geriatrics (1.5 - 8 credits) compared to all schools mandatory courses courses on Pediatrics (5.7 - 26.5 credits). The ratio of averages of mandatory specific courses (Pediatrics/Geriatrics) was 12.4 in the classical and 1.5 in the modular group. Pediatrics teaching has revealed to be superior to Geriatrics in all categories. Based on our results, we consider the Portuguese Geriatrics' undergraduate teaching sub-optimal. Nowadays, geriatric population is quantitatively similar to pediatric population. Efforts should be made to adequate Geriatrics teaching to our reality in order to provide a more adequate health care to this age group.

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

    Science.gov (United States)

    Frank, Reiner; Frank, Florian

    2010-07-24

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

  1. A comparison of course-related stressors in undergraduate problem-based learning (PBL versus non-PBL medical programmes

    Directory of Open Access Journals (Sweden)

    Ross Elizabeth E

    2009-09-01

    Full Text Available Abstract Background Medical students report high levels of stress related to their medical training as well as to other personal and financial factors. The aim of this study is to investigate whether there are differences in course-related stressors reported by medical students on undergraduate problem-based learning (PBL and non-PBL programmes in the UK. Method A cross-sectional study of second-year medical students in two UK medical schools (one PBL and one non-PBL programme was conducted. A 16-question self-report questionnaire, derived from the Perceived Medical Student Stress Scale and the Higher Education Stress Inventory, was used to measure course-related stressors. Following univariate analysis of each stressor between groups, multivariate logistic regression was used to determine which stressors were the best predictors of each course type, while controlling for socio-demographic differences between the groups. Results A total of 280 students responded. Compared to the non-PBL students (N = 197, the PBL students (N = 83 were significantly more likely to agree that: they did not know what the faculty expected of them (Odds Ratio (OR = 0.38, p = 0.03; there were too many small group sessions facilitated only by students resulting in an unclear curriculum (OR = 0.04, p Conclusion There are significant differences in the perceived course-related stressors affecting medical students on PBL and non-PBL programmes. Course designers and student support services should therefore tailor their work to minimise, or help students cope with, the specific stressors on each course type to ensure optimum learning and wellbeing among our future doctors.

  2. A comparison of course-related stressors in undergraduate problem-based learning (PBL) versus non-PBL medical programmes.

    Science.gov (United States)

    Lewis, Alexander D; Menezes, Darryl A Braganza; McDermott, Helen E; Hibbert, Louise J; Brennan, Sarah-Louise; Ross, Elizabeth E; Jones, Lisa A

    2009-09-13

    Medical students report high levels of stress related to their medical training as well as to other personal and financial factors. The aim of this study is to investigate whether there are differences in course-related stressors reported by medical students on undergraduate problem-based learning (PBL) and non-PBL programmes in the UK. A cross-sectional study of second-year medical students in two UK medical schools (one PBL and one non-PBL programme) was conducted. A 16-question self-report questionnaire, derived from the Perceived Medical Student Stress Scale and the Higher Education Stress Inventory, was used to measure course-related stressors. Following univariate analysis of each stressor between groups, multivariate logistic regression was used to determine which stressors were the best predictors of each course type, while controlling for socio-demographic differences between the groups. A total of 280 students responded. Compared to the non-PBL students (N = 197), the PBL students (N = 83) were significantly more likely to agree that: they did not know what the faculty expected of them (Odds Ratio (OR) = 0.38, p = 0.03); there were too many small group sessions facilitated only by students resulting in an unclear curriculum (OR = 0.04, p academic subjects of interest (OR = 0.40, p = 0.02). They were significantly more likely to disagree that: there was a lack of encouragement from teachers (OR = 3.11, p = 0.02); and that the medical course fostered a sense of anonymity and feelings of isolation amongst students (OR = 3.42, p = 0.008). There are significant differences in the perceived course-related stressors affecting medical students on PBL and non-PBL programmes. Course designers and student support services should therefore tailor their work to minimise, or help students cope with, the specific stressors on each course type to ensure optimum learning and wellbeing among our future doctors.

  3. An Evaluation of Employability in Maritime Degree Programmes: The Undergraduate Students' Perspectives

    Directory of Open Access Journals (Sweden)

    Mehmet ŞEREMET

    2016-10-01

    Full Text Available In this study, the main aim is to investigate opinions of the students who study in 4th grade of the department of maritime transportation and management engineering of the maritime faculty on employability potential of the maritime degree programmes. In accordance with this purpose, in 2014-2015 academic year, opinions of 154 final year students (candidate seafarer from three different universities were qualitatively assessed. The major finding of the study is that professional experience based on internship causes various differences in the perception of seafarer candidates towards the profession and in their choice of profession. Moreover, the students' self-assessment on their transferable skills development showed that foreign language skills were not well improved, which is principally one of the most necessities in the job market. As a result, according to the opinions of the students it can be said that practical education and internship opportunities of the department make the biggest contribution to the profession. Nevertheless, after graduation, they feel that they might meet some challenges in the job market such as job shortages and tendency to lowering rates in the wages. The study was finalised by a set of suggestions which might help to improve employability potential of the programmes as well as the quality of student's learning experience in maritime programmes.

  4. Effectiveness of structured teaching programme on knowledge regarding menstrual blood stem cells banking among nursing students

    OpenAIRE

    Neelam Hans; Sandeep Kaur

    2016-01-01

    Background: Menstrual blood banking enables women to store their menstrual blood under required conditions and preserve it for future. Stem cells present in the menstrual blood have the remarkable potential to develop into many different cell types in the body. The objective of the study was to assess the effectiveness of structured teaching programme on knowledge regarding menstrual blood stem cells banking among nursing students studying in selected nursing college of Amritsar, Punjab. M...

  5. Effectiveness of structured teaching programme on knowledge regarding sexual health among young adults

    OpenAIRE

    Atul Kumar; Mahalingam Venkateshan; Selvi

    2016-01-01

    Background: Adulthood is the pinnacle of all stages of human growth and development. Sexuality plays the axial role in all the spheres of human life. Individual's health can be regarded on the reciprocal function of his sexuality and sexual practices. Abnormal sexuality results in deviation in physical, physiological, psychological and even economical disturbances. The main aim of the study was to evaluate the effectiveness of structured teaching programme on knowledge regarding sexual health...

  6. Programme

    OpenAIRE

    Hobday, E, fl. 1905, artist

    2003-01-01

    A photograph of an illustrated programme listing dances. The illustration shows a snake charmer playing to a snake while another man watches. Buildings and trees can be seen behind a wall in the distance. In the lower right-hand corner of the programme is the signature 'E. Hobday'. The programme is almost certainly related to the Punjab Ball, Lahore. It is placed next to the Punjab Ball Menu in the album and the Menu is also illustrated by 'E. Hobday'.

  7. Outcome of a ceftriaxone/cefotaxime interchange programme in a major teaching hospital.

    Science.gov (United States)

    Gutensohn, A; Bunz, D; Frighetto, L; Jewesson, P

    1991-01-01

    A two-stage intervention programme was performed to enable the effective substitution of ceftriaxone for cefotaxime in a teaching hospital with large numbers of transient prescribers. One hundred and sixteen patients with a variety of bacterial infections were randomized to an open, historical control comparative study to determine if ceftriaxone was an acceptable replacement for cefotaxime. For 6 months prior to the intervention, both cephalosporins were available on formulary. Following an initial informational stage, a therapeutic interchange programme was implemented to convert prescriptions for cefotaxime to ceftriaxone. Ceftriaxone and cefotaxime were equivalent in terms of microbiological and clinical efficacy and patient tolerance in 77 evaluable patients. No changes in prescriber service occurred after the changeover. Post-intervention treatment courses required a ceftriaxone/cefotaxime interchange in 28% of the cases. Ceftriaxone appeared to be a suitable and cost-effective alternative to cefotaxime in this hospital. The intervention programme successfully invoked the formulary change with minimal expense and prescriber opposition.

  8. Teaching nanoscience across scientific and geographical borders - A European Master programme in nanoscience and nanotechnology

    International Nuclear Information System (INIS)

    Chesneau, A; Schwille, P; Groeseneken, G; Heremans, P; Rep, D; Rudquist, P; Wendin, G; Sluijter, B

    2008-01-01

    Within the Erasmus Mundus Master (EMM) Programme, five European Universities (KU Leuven, Belgium, Chalmers University of Technology, Sweden, Delft University of Technology and Leiden University, the Netherlands, and the University of Dresden, Germany) have joined forces to offer a unique master programme in Nanoscience and Nanotechnology, 'EMM-nano', at the cutting edge of state-of-the-art research. The students design and build their individual area of specialisation within nanophysics, nanotechnology, biophysics, biotechnology through their choice of trajectory between the partners. We discuss some of the challenges related to the crossdisciplinary nature of the field, educational activities in cleanrooms, and issues related to the integration of teaching programmes across the borders within Europe

  9. Possibilities of enhancing school students' well-being: Evaluation of the effectiveness of integrative teaching programme

    Directory of Open Access Journals (Sweden)

    Skuskovnika D.

    2014-01-01

    Full Text Available The aim of the research was to evaluate the effectiveness of the Integrative Teaching Programme in enhancing school students' well-being and in lowering their level of school's anxiety1. In total, 608 students with different kinds of learning difficulties (aged from 10 till 19 from 17 schools from different administrative districts of Latvia participated in the implementation of this project. Participants filled out a specially developed questionnaire at the beginning and at the end of one school year. Among other scales integrated in Student's Questionnaire, students filled in a School Anxiety scale and Student's well-beingscale. Results show, that after realization of the Integrative Teaching Programme, a significant decrease was found in the students' school's anxiety level, and significant increase in theirs' well-being level. Developed Integrative Teaching Programme is an effective tool for enhancing students' self-regulation ability, self-confidence, social competence etc. Development of these skills and interaction with teachers and classmates in creative, stimulating and free atmosphere can decrease school's anxiety and as result enchase students' subjective well-being which is a necessary step for integrating students with learning difficulties in normal school life.

  10. English Language Proficiency Tests and Academic Achievement: A Study on the Malaysian University English Test as a Predictor of Technical Programme Undergraduates Academic Achievement

    Directory of Open Access Journals (Sweden)

    Nurhazlini Rahmat

    2015-02-01

    Full Text Available In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET has been introduced to enable continued emphasis on this role.  MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to examine the relationship between English language proficiency test (as measured by MUET bands to predict the undergraduates academic achievement (as measured by Cumulative Grade Point Average score. It also aims to determine the recommended MUET band as an entry requirement for prospective technical programme undergraduates in Universiti Putra Malaysia (UPM. The study was carried out among 225 final year undergraduates of five different faculties in UPM, namely Faculty of Engineering, Faculty of Forestry, Faculty of Biotechnology and Biomolecular, Faculty of Food Science and Technology, and Faculty of Veterinary Medicine.  The data used were obtained by administering a brief questionnaire and were quantitatively analysed using Statistical Package for Social Science (SPSS version 19.  The study revealed that there is a medium positive correlation between English language proficiency and academic achievement where students who have scored higher bands for MUET are the ones who obtained higher CGPA in their study. Based on the findings, it is recommended that UPM and other local universities make changes towards the minimum MUET entry requirement to help prospective undergraduates excel in their academic study. Keywords: English language proficiency, academic achievement, technical programme, MUET, CGPA

  11. Comparison of visual analogue and Likert scales in evaluation of an emergency department bedside teaching programme.

    Science.gov (United States)

    Celenza, Antonio; Rogers, Ian R

    2011-02-01

    The present study compares visual analogue scale (VAS) to Likert-type scale (LTS) instruments in evaluating perceptions of an ED bedside clinical teaching programme. A prospective study was conducted in the ED of an urban, adult tertiary hospital. Prospective pairing occurred of a teaching consultant and registrar who were relatively quarantined from normal clinical duties. Registrars received 3 months of the teaching intervention, and 3 months without the intervention in a cross-over fashion. Evaluation questionnaires were completed using both the LTS and 100 mm horizontal VAS for each question. Correlation between VAS and LTS gave a measure of validity, and test-retest stability and internal consistency gave measures of reliability. Registrar perceptions of the teaching programme were positive, but no differences were found between the pre- and post-intervention groups. The test-retest reliabilities (intraclass correlation coefficient) for the questionnaires were 0.51 and 0.54 for the VAS, and 0.58 and 0.58 for the LTS. Cronbach's alpha varied between 0.79 and 0.91 for the VAS, and 0.79 and 0.81 for the LTS. Correlations between the two methods varied from 0.35 to 0.94 for each question. A linear regression equation describing the relationship approximated VAS = 19.5 × LTS-9 with overall r= 0.89. An ED bedside teaching programme is perceived to be a beneficial educational intervention. The VAS is a reliable and valid alternative to the LTS for educational evaluation and might provide advantages in educational measurement. Further research into the significance of extreme values and educationally important changes in scores is required. © 2011 The Authors. EMA © 2011 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

  12. The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial.

    Science.gov (United States)

    Gagnon, Marie-Pierre; Gagnon, Johanne; Desmartis, Marie; Njoya, Merlin

    2013-01-01

    This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness. A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed. The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self-learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training. These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness.

  13. The impact of a multiple intelligences teaching approach drug education programme on drug refusal skills of Nigerian pupils.

    Science.gov (United States)

    Nwagu, Evelyn N; Ezedum, Chuks E; Nwagu, Eric K N

    2015-09-01

    The rising incidence of drug abuse among youths in Nigeria is a source of concern for health educators. This study was carried out on primary six pupils to determine the effect of a Multiple Intelligences Teaching Approach Drug Education Programme (MITA-DEP) on pupils' acquisition of drug refusal skills. A programme of drug education based on the Multiple Intelligences Teaching Approach (MITA) was developed. An experimental group was taught using this programme while a control group was taught using the same programme but developed based on the Traditional Teaching Approach. Pupils taught with the MITA acquired more drug refusal skills than those taught with the Traditional Teaching Approach. Urban pupils taught with the MITA acquired more skills than rural pupils. There was no statistically significant difference in the mean refusal skills of male and female pupils taught with the MITA. © The Author(s) 2014.

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

    Science.gov (United States)

    Oren, Aharon

    2015-10-01

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

  15. Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

    Science.gov (United States)

    Parkinson, Tim J; St George, Alison M

    2003-01-01

    Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.

  16. Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

    International Nuclear Information System (INIS)

    Ng, Curtise K.C.; White, Peter; McKay, Janice C.

    2008-01-01

    Purpose: Radiography degree programmes are coming under increasing pressure from the community to ensure that graduates have not only the necessary academic development but also the practice-based skills. This study aims to establish a method of monitoring students' progress towards, and ability to meet, academic and professional competences throughout a radiography programme. Methods: Questionnaires were designed for students and academic staff to determine the stages and standards of progress of competence development, and to inform the review process of the current assessment tools throughout the programme. A literature search identified the appropriate pedagogy as a basis for devising the method. Another questionnaire was distributed to overseas radiography institutions to gain insights into other assessment practices to validate the framework. Results and discussion: It was established that years of study rather than semester periods were appropriate to allow students to meet the standards. Discrepancies were noted in the expectations between academic staff (higher expectations) and students (more realistic) in terms of the pace of development expected. As students progress at different rates, and do not experience the same clinical exposure, their ability to meet expectations may differ and so both sets of expectations were combined as a range of criteria. A multi-dimensional assessment approach should be adequate to gauge students' progress but time and resource effectiveness has not yet been addressed. The portfolio was identified as the pedagogy capable of integrating all the competence assessment tools, linked by reflective writing, to gather individual outcomes into a whole, and form a holistic framework. Outcome: The portfolio framework will initially run as a voluntary activity and standards of progress corresponding to the students' stages will be delivered to participants in advance. Participants will be required to select materials and reflect on

  17. Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

    Energy Technology Data Exchange (ETDEWEB)

    Ng, Curtise K.C. [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: or.curtis@polyu.edu.hk; White, Peter [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: htpwhite@polyu.edu.hk; McKay, Janice C. [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: htjanmck@polyu.edu.hk

    2008-08-15

    Purpose: Radiography degree programmes are coming under increasing pressure from the community to ensure that graduates have not only the necessary academic development but also the practice-based skills. This study aims to establish a method of monitoring students' progress towards, and ability to meet, academic and professional competences throughout a radiography programme. Methods: Questionnaires were designed for students and academic staff to determine the stages and standards of progress of competence development, and to inform the review process of the current assessment tools throughout the programme. A literature search identified the appropriate pedagogy as a basis for devising the method. Another questionnaire was distributed to overseas radiography institutions to gain insights into other assessment practices to validate the framework. Results and discussion: It was established that years of study rather than semester periods were appropriate to allow students to meet the standards. Discrepancies were noted in the expectations between academic staff (higher expectations) and students (more realistic) in terms of the pace of development expected. As students progress at different rates, and do not experience the same clinical exposure, their ability to meet expectations may differ and so both sets of expectations were combined as a range of criteria. A multi-dimensional assessment approach should be adequate to gauge students' progress but time and resource effectiveness has not yet been addressed. The portfolio was identified as the pedagogy capable of integrating all the competence assessment tools, linked by reflective writing, to gather individual outcomes into a whole, and form a holistic framework. Outcome: The portfolio framework will initially run as a voluntary activity and standards of progress corresponding to the students' stages will be delivered to participants in advance. Participants will be required to select materials

  18. The impact of professional development: Enhancing the quality of teaching in international programmes

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Lauridsen, Ole

    competences and language proficiency to teach through English; in addition, participants should be able (i) to account for the basic concepts of active learning in an English Medium Instruction (EMI) context, (ii) to relate them to their own teaching practice, and (iii) to apply them in the planning...... topics such as active learning as well as linguistic and cultural issues in the international classroom. In the second semester, the lecturers were observed again and developments were noted. The programme ended with a half-day workshop at which participants exchanged experiences and ideas...... as the local culture may differ from their own cultural background. With a classroom characterised by such diversity, there may be cultural, linguistic and didactic factors that need to be taken into consideration in order for teaching and learning to be successful. This paper reports on a project in which all...

  19. Using videos, apps and hands-on experience in undergraduate hydrology teaching

    Science.gov (United States)

    Van Loon, Anne

    2016-04-01

    Hydrological sciences teaching always needs to make a link between the classroom and the outside world. This can be done with fieldwork and excursions, but the increasing availability of open educational resources gives more-and-more other options to make theory more understandable and applicable. In the undergraduate teaching of hydrology at the University of Birmingham we make use of a number of tools to enhance the hydrology 'experience' of students. Firstly, we add hydrological science videos available in the public domain to our explanations of theory. These are both visualisations of concepts and recorded demonstrations in the field or the lab. One example is the concept of catchments and travel times which has been excellently visualised by MetEd. Secondly, we use a number of mobile phone apps, which provide virtual reality information and real-time monitoring information. We use the MySoil App (by Natural Environment Research Council (NERC), British Geological Survey (BGS) and Centre for Ecology & Hydrology (CEH)) and iGeology / iGeology3D (by BGS) to let students explore soil properties and hydrogeology of an area of interest. And we use the River Levels App (by OGL based on Environment Agency real time data) for exploring real time river levels and investigating spatial variability. Finally, we developed small hands-on projects for students to apply the theory outside the classroom. We for instance let them do simple infiltration experiments and ask them to them design a measurement plan. Evaluations have shown that students enjoy these activities and that it helps their learning. In this presentation we hope to share our experience so that the options for using open (educational) resources for hydrology teaching become more used in linking the classroom to the outside world.

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

    Science.gov (United States)

    Arrue, Marta; Unanue, Saloa; Merida, David

    2017-12-01

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

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

    Science.gov (United States)

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

    2017-08-01

    To compare medical students' preference of smart phone television display (SPTD) to a slit-lamp teaching telescope (SLTT) in undergraduate clinical ophthalmology education. This is a randomized, crossover, comparative study. Pairs of medical students were randomly assigned to 2 teaching sessions using either SPTD first followed by SLTT or in reverse order. Students were asked to give feedback on the 2 teaching devices by answering 6 questions using a numeric rating score from 1 to 10. All participating students were sent the results of the study 1 month after the completion of the study and were asked to reflect upon the outcome. Thirty-eight students were recruited. The overall satisfaction scores were significantly higher for SPTD than SLTT (8.6 ± 1.4 vs 7.5 ± 1.0, p teaching. Our study has demonstrated that the utility of SPTD as a teaching aid can significantly increase the satisfaction of undergraduate medical students during their ophthalmology attachment. It offers specific practical advantages in teaching medical students over the traditional SLTT. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

  2. Extending the role of technology enhanced learning within an undergraduate radiography programme

    International Nuclear Information System (INIS)

    John-Matthews, Janice St.; Gibbs, Vivien; Messer, Simon

    2013-01-01

    This study was undertaken in 2011, set against a background of increasing pressures to integrate Technology Enhanced Learning (TEL), both in higher education and the NHS. The primary aim of the study was to produce a user-friendly guide for academics in order to encourage greater use of technology to enhance learning within a Radiography programme. By working with information technology (IT) staff, a Flash presentation was developed and made available for students. The presentation was evaluated by students, and many constructive points were suggested, such as a requirement for a slower pace of voiceover delivery, and the need for more interactive prompts. Student feedback was used to inform development of a second presentation. The researchers' experiences of this development process were then incorporated into the production of a user-friendly guide for academic colleagues. Further work is planned to investigate the experiences of colleagues in utilising this guide, and to review whether it has succeeded in increasing the extent to which Flash presentations are used within the Radiography programme, and in enhancing the student experience.

  3. A Research-Informed, School-Based Professional Development Workshop Programme to Promote Dialogic Teaching with Interactive Technologies

    Science.gov (United States)

    Hennessy, Sara; Dragovic, Tatjana; Warwick, Paul

    2018-01-01

    The study reported in this article investigated the influence of a research-informed, school-based, professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB,…

  4. Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa

    Directory of Open Access Journals (Sweden)

    Zethu Nkosi

    2013-11-01

    Full Text Available Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking.Objectives: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method.Method: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years.Results: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.Conclusion: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

  5. Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa

    Directory of Open Access Journals (Sweden)

    Zethu Nkosi

    2013-11-01

    Full Text Available Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via acase-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking. Objectives: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method. Method: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age,working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years. Results: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services. Conclusion: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Khan, M M; Saeed, S R

    2012-04-01

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

  8. Covering All the Bases in Genetics: Simple Shorthands and Diagrams for Teaching Base Pairing to Biology Undergraduates

    Directory of Open Access Journals (Sweden)

    Sergei Kuchin

    2011-03-01

    Full Text Available Explaining base pairing is an important element in teaching undergraduate genetics. I propose a teaching approach that aims to close the gap between the mantra “A pairs with T, and G pairs with C” and the “intimidating” chemical diagrams. The approach offers a set of simple “shorthands” for the key bases that can be used to quickly deduce all canonical and wobble pairs that the students need to know. The approach can be further developed to analyze mutagenic mismatch pairing.

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

    Science.gov (United States)

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

    2014-01-01

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

  10. The CLEAN Workshop Series: Promoting Effective Pedagogy for Teaching Undergraduate Climate Science

    Science.gov (United States)

    Kirk, K. B.; Bruckner, M. Z.; Manduca, C. A.; Buhr, S. M.

    2012-12-01

    To prepare students to understand a changing climate, it is imperative that we equip educators with the best possible tools and methods for reaching their audience. As part of the Climate Literacy and Energy Awareness Network (CLEAN) professional development efforts, two workshops for undergraduate faculty were held in 2012. These workshops used a variety of activities to help faculty learn about recent climate research, take part in demonstrations of successful activities for teaching climate topics, and collaborate to create new teaching materials. The workshops also facilitated professional networking among participants. Both workshops were held online, eliminating the need for travel, encouraging participants without travel funds to attend, and allowing international collaborations and presentations. To create an authentic experience, the workshop used several technologies such as the Blackboard Collaborate web conferencing platform, SERC's web-based collaboration tools and online discussion threads, and conference calls. The workshop Communicating Climate Science in the Classroom, held in April 2012, explored practices for communicating climate science and policy in the classroom and provided strategies to improve student understanding of this complex and sensitive topic. Workshop presentations featured public opinion research on Americans' perceptions of climate change, tactics for identifying and resolving student misconceptions, and methods to address various "backfire effects" that can result from attempts to correct misinformation. Demonstrations of teaching approaches included a role-playing simulation of emissions negotiations, Princeton's climate stabilization wedges game, and an activity that allows students to use scientific principles to tackle misinformation. The workshop Teaching Climate Complexity was held in May 2012. Teaching the complexities of climate science requires an understanding of many facets of the Earth system and a robust pedagogic

  11. The Influence of an undergraduate scientific initiation programme onn the professional profile of new physicians.

    Science.gov (United States)

    Joaquim Teles Cyrillo, Raphael; Setúbal, Sérgio; da Silva Júnior, Cyro Teixeira; Guillermo Coca Velarde, Luis; de Mattos, Ana Carolina Musser Tavares; Bezerra Cardoso, Renato Bergallo; Cardoso, Gilberto Perez

    2010-01-01

    This paper studies the influence of a Scientific Initiation Programme (SIP) on the professional profile of new doctors from a Brazilian university. Evaluate fifty-two new doctors divided into two groups matched by sex, age and academic performance and differing only in participation in the SIP. Professional and socioeconomic data were collected, including schooling of parents; average income before, during and after the medical course; current professional situation; results of exams for civil servant recruitment; and titles and degrees obtained after graduation. Significant differences were found only in civil servant recruitment exam results (p=0.0098) and in income after graduation (p=0.02), which were both higher in the non-SIP group. Only one doctor got a M.Sc. degree after graduation, but many of them in both groups obtained technical titles, and had papers presented at congresses or published. Apparently, taking part in a SIP led to lower income and worse civil servant recruitment exam results. However, this may only reflect a transient phase in a long-term process. New research currently under way will answer this remaining question, now that more time has elapsed since graduation. Rev Port Pneumol 2010; XVI (5): 797-808. © 2010 Sociedade Portuguesa de Pneumologia/SPP.

  12. The influence of an undergraduate scientific initiation programme on the professional profile of new physicians.

    Science.gov (United States)

    Cyrillo, Raphael Joaquim Teles; Setúbal, Sérgio; da Silva, Cyro Teixeira; Velarde, Luis Guillermo Coca; de Mattos, Ana Carolina Musser Tavares; Cardoso, Renato Bergallo Bezerra; Cardoso, Gilberto Perez

    2010-01-01

    This paper studies the influence of a Scientific Initiation Programme (SIP) on the professional profile of new doctors from a Brazilian university. Evaluate fifty-two new doctors divided into two groups matched by sex, age and academic performance and differing only in participation in the SIP. Professional and socioeconomic data were collected, including schooling of parents; average income before, during and after the medical course; current professional situation; results of exams for civil servant recruitment; and titles and degrees obtained after graduation. Significant differences were found only in civil servant recruitment exam results (p = 0.0098) and in income after graduation (p = 0.02), which were both higher in the non-SIP group. Only one doctor got a M.Sc. degree after graduation, but many of them in both groups obtained technical titles, and had papers presented at congresses or published. Apparently, taking part in a SIP led to lower income and worse civil servant recruitment exam results. However, this may only reflect a transient phase in a long-term process. New research currently under way will answer this remaining question, now that more time has elapsed since graduation.

  13. Teaching undergraduate students community nursing: using action research to increase engagement and learning.

    Science.gov (United States)

    Seib, Charrlotte; English, Rebecca; Barnard, Alan

    2011-09-01

    Nurses play a pivotal role in responding to the changing needs of community health care. Therefore, nursing education must be relevant, responsive, and evidence based. We report a case study of curriculum development in a community nursing unit embedded within an undergraduate nursing degree. We used action research to develop, deliver, evaluate, and redesign the curriculum. Feedback was obtained through self-reflection, expert opinion from community stakeholders, formal student evaluation, and critical review. Changes made, especially in curriculum delivery, led to improved learner focus and more clearly linked theory and practice. The redesigned unit improved performance, measured with the university's student evaluation of feedback instrument (increased from 0.3 to 0.5 points below to 0.1 to 0.5 points above faculty mean in all domains), and was well received by teaching staff. The process confirmed that improved pedagogy can increase student engagement with content and perception of a unit as relevant to future practice. Copyright 2011, SLACK Incorporated.

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

    Science.gov (United States)

    Bugdayci, Ilkay; Zahit Selvi, H.

    2017-12-01

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

  15. Investigating the effect of distance between the teacher and learner on the student perception of a neuroanatomical near-peer teaching programme.

    Science.gov (United States)

    Stephens, Jonny R; Hall, Samuel; Andrade, Matheus Gesteira; Border, Scott

    2016-12-01

    Near-peer teaching (NPT) is a highly valuable resource for the education of medical undergraduates with benefits to the students, teachers themselves, and the faculty. To maximise the effectiveness of such teaching programmes, the aim of this study was to determine how the student learning experience, and underpinning social and cognitive congruencies changes as the learner-teacher distance increases. Second-year medical students at the University of Southampton participated in a series of neuroanatomy, extra-curricular revision sessions taught by the third-, fourth-, and fifth-year medical students and junior doctors. The students completed a validated questionnaire after the session rating various aspects of the teaching. Although all teachers delivered sessions that we rated highly with a mean perceived gain in knowledge of 18 % amongst all students, it was found that the third- and fourth-year medical students delivered a session that was rated significantly better than the fifth-year students and junior doctors across all, but one areas of feedback. We believe that these findings may be explained by the diminishing social and cognitive congruencies shared between learner and teacher with increasing distance. From our results, we hypothesise that graduation is an important threshold, where there is a significant drop in congruencies between the learner and teacher, therefore, having a significant impact on the perception of the NPT session.

  16. Pleasure and pain: teaching neuroscientific principles of hedonism in a large general education undergraduate course.

    Science.gov (United States)

    Bodnar, Richard J; Stellar, James R; Kraft, Tamar T; Loiacono, Ilyssa; Bajnath, Adesh; Rotella, Francis M; Barrientos, Alicia; Aghanori, Golshan; Olsson, Kerstin; Coke, Tricia; Huang, Donald; Luger, Zeke; Mousavi, Seyed Ali Reza; Dindyal, Trisha; Naqvi, Naveen; Kim, Jung-Yo

    2013-01-01

    In a large (250 registrants) general education lecture course, neuroscience principles were taught by two professors as co-instructors, starting with simple brain anatomy, chemistry, and function, proceeding to basic brain circuits of pleasure and pain, and progressing with fellow expert professors covering relevant philosophical, artistic, marketing, and anthropological issues. With this as a base, the course wove between fields of high relevance to psychology and neuroscience, such as food addiction and preferences, drug seeking and craving, analgesic pain-inhibitory systems activated by opiates and stress, neuroeconomics, unconscious decision-making, empathy, and modern neuroscientific techniques (functional magnetic resonance imaging and event-related potentials) presented by the co-instructors and other Psychology professors. With no formal assigned textbook, all lectures were PowerPoint-based, containing links to supplemental public-domain material. PowerPoints were available on Blackboard several days before the lecture. All lectures were also video-recorded and posted that evening. The course had a Facebook page for after-class conversation and one of the co-instructors communicated directly with students on Twitter in real time during lecture to provide momentary clarification and comment. In addition to graduate student Teaching Assistants (TAs), to allow for small group discussion, ten undergraduate students who performed well in a previous class were selected to serve as discussion leaders. The Discussion Leaders met four times at strategic points over the semester with groups of 20-25 current students, and received one credit of Independent Study, thus creating a course within a course. The course grade was based on weighted scores from two multiple-choice exams and a five-page writing assignment in which each student reviewed three unique, but brief original peer-review research articles (one page each) combined with expository writing on the first

  17. The Influence of an undergraduate scientific initiation programme onn the professional profile of new physicians

    Directory of Open Access Journals (Sweden)

    Raphael Joaquim Teles Cyrillo

    2010-09-01

    Full Text Available Introduction: This paper studies the influence of a Scientific Initiation Programme (SIP on the professional profile of new doctors from a Brazilian university. Aim and methods: Evaluate fifty-two new doctors divided into two groups matched by sex, age and academic performance and differing only in participation in the SIP. Professional and socioeconomic data were collected, including schooling of parents; average income before, during and after the medical course; current professional situation; results of exams for civil servant recruitment; and titles and degrees obtained after graduation. Results: Significant differences were found only in civil servant recruitment exam results (p = 0.0098 and in income after graduation (p = 0.02, which were both higher in the non-SIP group. Only one doctor got a M.Sc. degree after graduation, but many of them in both groups obtained technical titles, and had papers presented at congresses or published. Conclusions: Apparently, taking part in a SIP led to lower income and worse civil servant recruitment exam results. However, this may only reflect a transient phase in a long-term process. New research currently under way will answer this remaining question, now that more time has elapsed since graduation. Resumo: Introdução: Este trabalho estuda a influência de um programa de iniciação científica (PIC no perfil profissional de médicos recém-formados numa universidade pública brasileira. Objectivos e métodos: Avaliamos cinquenta e dois novos médicos arrolados em dois grupos pareados por sexo, idade e coeficiente de rendimento académico, diferindo apenas na sua participação no PIC. Dados acerca da situação profissional e socioeconómica foram obtidos, incluindo a escolaridade dos pais; a renda familiar média antes, durante e depois da realização do curso médico; a situação profissional actual; as aprovações em concurso público e os títulos e graus obtidos após a gradua

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    An, Jumei

    2012-01-01

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

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

    Science.gov (United States)

    Sjöstedt, Roxanna

    2015-01-01

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

  1. Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course.

    Science.gov (United States)

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

    2012-01-01

    Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class. Copyright © 2011 American Association of Anatomists.

  2. An in-depth study of undergraduate tutorial system based on education and teaching integration reform

    Directory of Open Access Journals (Sweden)

    Fan Wenhui

    2016-01-01

    Full Text Available As personalized development for undergraduate is the trend of higher education development, the undergraduate tutors should play their role in the establishment of personalized personnel training mode. Based on reform practice of university education integration, this article gives a deepening research on the essence and implement methods of undergraduate tutorial system. To implement and strengthen the function of undergraduate tutorial system, we need to increase teachers’ comprehensive quality training, build a multiple-dimension, full-process and whole-staff-participation educational concept, absorb the enterprise mentors to give guidance on students’ career planning and implement the scientific and reasonable undergraduate administrative evaluation system. With continuous theory exploration and practice research, the quality of undergraduate talent training has been gradually improved.

  3. The Potential to use Publication of Undergraduate Research as a Teaching Tool

    Science.gov (United States)

    Brevik, Eric C.; Lindbo, David L.; Belcher, Christopher

    2015-04-01

    Several studies crossing numerous disciplinary boundaries have demonstrated that undergraduate students benefit from research experiences. These benefits include personal and intellectual development, more and closer contact with faculty, the use of active learning techniques, the creation of high expectations, the development of creative and problem-solving skills, and the development of greater independence and intrinsic motivation to learn. The discipline also gains in that studies show undergraduates who engage in research experiences are more likely to remain science majors and finish their degree program. Research experiences come as close as possible to allowing undergraduates to experience what it is like to be an academic or research member of their profession working to advance their discipline, therefore enhancing their professional socialization into their chosen field. If the goals achieved by undergraduate research include introducing these students to the advancement of their chosen field, it stands to reason the ultimate ending to this experience would be the publication of a peer-reviewed paper. While not all undergraduate projects will end with a product worthy of peer-reviewed publication, some definitely do, and the personal experience of the authors indicates that undergraduate students who achieve publication get great satisfaction and a sense of personal achievement from that publication. While a top-tier international journal probably isn't going to be the ultimate destination for many of these projects, there are several appropriate outlets. The SSSA journal Soil Horizons has published several undergraduate projects in recent years, and good undergraduate projects can often be published in state academy of science journals. Journals focused expressly on publishing undergraduate research include the Journal of Undergraduate Research and Scholarly Excellence, Reinvention, and the American Journal of Undergraduate Research. Case studies of

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

    Science.gov (United States)

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

    2018-04-16

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

  5. Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

    Directory of Open Access Journals (Sweden)

    Misa Mi

    2012-09-01

    Full Text Available Objectives – To determine the year when evidence based medicine (EBM wasintroduced and the extent to which medical students were exposed to EBM inundergraduate medical education and to investigate how EBM interventions weredesigned, developed, implemented, and evaluated in the medical curriculum.Methods – A qualitative review of the literature on EBM interventions was conductedto synthesize results of studies published from January 1997 to December 2011. Acomprehensive search was performed on PubMed, CINAHL, Web of Science,Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articleswere selected if the studies involved some form of quantitative and qualitativeresearch design. Articles were excluded if they studied EBM interventions in medicalschools outside the United States or if they examined EBM interventions for alliedhealth profession education or at the levels of graduate medical education andcontinuing medical education. Thirteen studies which met the selection criteria wereidentified and reviewed. Information was abstracted including study design, year andsetting of EBM intervention, instructional method, instruction delivery format,outcome measured, and evaluation method.Results – EBM was introduced to preclinical years in three studies, integrated intoclinical clerkship rotations in primary care settings in eight studies, and spannedpreclinical and clinical curricula in two studies. The duration of EBM interventionsdiffered, ranging from a workshop of three student contact hours to a curriculum of 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies.Conclusions – The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM

  6. Using a multicultural approach to teach chemistry and the nature of science to undergraduate non-majors

    Science.gov (United States)

    Goff, Peter; Boesdorfer, Sarah B.; Hunter, William

    2012-09-01

    This research documents the creation, implementation, and evaluation of a novel chemistry curriculum. The curriculum allowed students to create theories situated in a variety of cultures while they investigated chemical phenomena central to all civilizations; it was a way of synthesizing chemistry, the history and nature of science, inquiry, and multicultural education. Achieving both chemistry content and nature of science objectives were the main goals of the curriculum. A small sample of undergraduate students participated in the curriculum instead of attending a large lecture course. The novel curriculum covered the same chemistry topics as the large lecture course. Program efficacy was evaluated using a combination of grades, survey data, and interviews with the participating undergraduates. The results suggest that this curriculum was a successful start at engaging students and teaching them chemistry as well as nature of science concepts.

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

    Science.gov (United States)

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

    2006-01-01

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

  8. Referencing Science: Teaching Undergraduates to Identify, Validate, and Utilize Peer-Reviewed Online Literature

    Science.gov (United States)

    Berzonsky, William A.; Richardson, Katherine D.

    2008-01-01

    Accessibility of online scientific literature continues to expand due to the advent of scholarly databases and search engines. Studies have shown that undergraduates favor using online scientific literature to address research questions, but they often do not have the skills to assess the validity of research articles. Undergraduates generally are…

  9. Incorporating Biological Mass Spectrometry into Undergraduate Teaching Labs, Part 2: Peptide Identification via Molecular Mass Determination

    Science.gov (United States)

    Arnquist, Isaac J.; Beussman, Douglas J.

    2009-01-01

    Mass spectrometry has become a routine analytical tool in the undergraduate curriculum in the form of GC-MS. While relatively few undergraduate programs have incorporated biological mass spectrometry into their programs, the importance of these techniques, as demonstrated by their recognition with the 2002 Nobel Prize, will hopefully lead to…

  10. Helping Undergraduates Think Like a CEO: The APPLE Analysis as a Teaching Tool for Strategic Management

    Science.gov (United States)

    Domke-Damonte, Darla J.; Keels, J. Kay; Black, Janice A.

    2013-01-01

    This paper presents a class assignment, entitled the APPLE Analysis, for developing pre-analysis comprehension about company conditions, resources and challenges as a part of the undergraduate strategic management capstone course. Because undergraduate students lack the causal maps of seasoned executives, this assignment helps students to develop…

  11. Ideas and Approaches for Teaching Undergraduate Research Methods in the Health Sciences

    Science.gov (United States)

    Peachey, Andrew A.; Baller, Stephanie L.

    2015-01-01

    Training in research methodology is becoming more commonly expected within undergraduate curricula designed to prepare students for entry into graduate allied health programs. Little information is currently available about pedagogical strategies to promote undergraduate students' learning of research methods, and less yet is available discussing…

  12. Teacher learning about probabilistic reasoning in relation to teaching it in an Advanced Certificate in Education (ACE programme

    Directory of Open Access Journals (Sweden)

    Faaiz Gierdien

    2008-02-01

    Full Text Available I report on what teachers in an Advanced Certificate in Education (ACE in-service programme learned about probabilistic reasoning in relation to teaching it. I worked 'on the inside' using my practice as a site for studying teaching and learning. The teachers were from three different towns in the Northern Cape province and had limited teaching contact time, as is the nature of ACE programmes. Findings revealed a complicated picture, where some teachers were prepared to consider influences of their intuitive probabilistic reasoning on formal probabilistic reasoning when it came to teaching. It was, however, the 'genuineness' of teacher learning which was the issue that the findings have to address. Therefore a speculative, hopeful strategy for affecting teacher learning in mathematics teacher education practice is to sustain disequilibrium between dichotomies such as formal and intuitive probabilistic reasoning, which has analogies in content and pedagogy, and subject matter and method.

  13. Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

    Directory of Open Access Journals (Sweden)

    Larissa Bertacchini de Oliveira

    2016-04-01

    Full Text Available Abstract OBJECTIVE To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT in undergraduate nursing students. METHOD Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute . Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. RESULTS Twelve randomized clinical trials were included in the study. In the meta-analysis of the four studies included that evaluated the strategy of problem-based learning (PBL, compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434 for the development of CT in undergraduate nursing students, and the studies were homogeneous (chi-square = 6.10, p = 0.106. CONCLUSION The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

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

    Science.gov (United States)

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

    2014-01-01

    The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach-based on the work done in the field of genre analysis and argumentation theory-means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. © 2014 E. B. Van Lacum et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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

    Science.gov (United States)

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

    2017-01-01

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

  16. [Evaluation of flipped classroom teaching model in undergraduates education of oral and maxillofacial surgery].

    Science.gov (United States)

    Cai, Ming; Cao, Xia; Fang, Xiao; Wang, Xu-dong; Zhang, Li-li; Zheng, Jia-wei; Shen, Guo-fang

    2015-12-01

    Flipped classroom is a new teaching model which is different from the traditional teaching method. The history and characteristics of flipped classroom teaching model were introduced in this paper. A discussion on how to establish flipped classroom teaching protocol in oral and maxillofacial surgery education was carried out. Curriculum transformation, construction of education model and possible challenges were analyzed and discussed.

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

    Science.gov (United States)

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

    2014-01-01

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

  18. Interns as teachers of medical students: a pilot programme.

    LENUS (Irish Health Repository)

    Dunne, B

    2012-01-31

    BACKGROUND: In recent years, rising numbers of medical students and an increasingly demanding clinical workload has put pressures on the educational systems for medical students in the hospital. Bedside teaching remains central to education, but tutorial delivery by registrars, tutors and consultants has proven to be increasingly difficult with the greater numbers of students now in the undergraduate system. AIMS: We have performed a pilot study to determine the feasibility of developing a Junior Tutor Programme, to assist in the delivery of tutorials to undergraduate medical students. METHODS: This was designed and delivered by interns under the supervision of the academic staff in the Departments of Medicine and Surgery in Connolly Hospital. The programme was evaluated by a questionnaire filled in by the students anonymously. RESULTS: A supervised programme of tutorials delivered by interns is a potentially useful way to ensure delivery of clinical teaching to undergraduate medical students.

  19. The development of an implementation framework for service-learning during the undergraduate nursing programme in the Western Cape Province

    Directory of Open Access Journals (Sweden)

    Hester Julie

    2015-11-01

    Full Text Available Background: Service-learning (SL is a contested field of knowledge and issues of sustainability and scholarship have been raised about it. The South African Higher Education Quality Committee (HEQC has provided policy documents to guide higher education institutions (HEIs in the facilitation of SL institutionalisation in their academic programmes. An implementation framework was therefore needed to institutionalise the necessary epistemological shifts advocated in the national SL policy guidelines. Objectives: This article is based on the findings of a doctoral thesis that aimed at developing an SL implementation framework for the School of Nursing (SoN at the University of the Western Cape (UWC. Method: Mixed methods were used during the first four phases of the design and developmenti ntervention research model developed by Rothman and Thomas. Results: The SL implementation framework that was developed during Phase 3 specified the intervention elements to address the gaps that had been identified by the core findings of Phases 1 and 2. Four intervention elements were specified for the SL implementation framework. The first intervention element focused on the assessment of readiness for SL institutionalisation. The development of SL capacity and SL scholarship was regarded as the pivotal intervention element for three of the elements: the development of a contextual SL definition, an SL pedagogical model, and a monitoring and evaluation system for SL institutionalisation. Conclusion: The SL implementation framework satisfies the goals of SL institutionalisation, namely to develop a common language and a set of principles to guide practice, and to ensure the allocation of resources in order to facilitate the SL teaching methodology.The contextualised SL definition that was formulated for the SoN contributes to the SL operationalisation discourse at the HEI.

  20. Just-in-Time Teaching in undergraduate physics courses: Implementation, learning, and perceptions

    Science.gov (United States)

    Dwyer, Jessica Hewitt

    Regardless of discipline, a decades-long battle has ensued within nearly every classroom in higher education: instructors getting students to come to class prepared to learn. In response to this clash between teacher expectations and frequent student neglect, a group of four physics education researchers developed a reformed instructional strategy called Just-in-Time Teaching (JiTT). This dissertation investigates the following three areas: 1) the fidelity with which undergraduate physics instructors implement JiTT, 2) whether student performance predicts student perception of their instructor's fidelity of JiTT implementation, and 3) whether student perception of their instructor's fidelity of JiTT implementation correlates with student views of their physics course. A blend of quantitative data (e.g., students grades, inventory scores, and questionnaire responses) are integrated with qualitative data (e.g., individual faculty interviews, student focus group discussions, and classroom observations). This study revealed no statistically significant relationship between instructors who spent time on a predefined JiTT critical component and their designation as a JiTT user or non-user. While JiTT users implemented the pedagogy in accordance with the creators' intended ideal vision, many also had trouble reconciling personal concerns about their role as a JiTT adopter and the anticipated demand of the innovation. I recommend that this population of faculty members can serve as a JiTT model for other courses, disciplines, and/or institutions. Student performance was not a predictor of student perception instructor fidelity of JiTT implementation. Additionally, the majority of students in this study reported they read their textbook prior to class and that JiTT assignments helped them prepare for in-class learning. I found evidence that exposure to the JiTT strategy may correlate with a more favorable student view of their physics course. Finally, according to students

  1. Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University

    Science.gov (United States)

    Rind, Irfan Ahmed; Kadiwal, Laila

    2016-01-01

    This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data…

  2. A Longitudinal Investigation of the Preservice Science Teachers' Beliefs about Science Teaching during a Science Teacher Training Programme

    Science.gov (United States)

    Buldur, Serkan

    2017-01-01

    The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants…

  3. The teaching of physical assessment skills in pre-registration nursing programmes in Australia: issues for nursing education.

    Science.gov (United States)

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

    2014-01-01

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

  4. Teaching evidence based practice and research through blended learning to undergraduate midwifery students from a practice based perspective.

    Science.gov (United States)

    Mary, Sidebotham; Julie, Jomeen; Jennifer, Gamble

    2014-03-01

    The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery students. EBPR is a challenging, threshold level subject upon which deeper knowledge and skills are built. This paper describes the design, delivery, and evaluation of an undergraduate EBPR course delivered in blended mode to first year midwifery students. Components of the blended learning innovation included: novel teaching strategies, engaging practical activities, role play, and e-learning strategies to maintain engagement. University-based course evaluation outcomes revealed very positive scores and the course was rated within the top ten percent of all courses offered within the Health Group at the host University. Copyright © 2013 Elsevier Ltd. All rights reserved.

  5. TEACHING STRATEGY DEVELOPMENT IN UNDERGRADUATE COURSES IN MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

    Directory of Open Access Journals (Sweden)

    Jéferson Deleon Fávero

    2016-05-01

    Full Text Available This study aimed to analyze the teaching strategy development in undergraduate courses in HEI Management of Itajaí Valley from the perspective of students and teachers. Studies of strategy approaches have been reviewed, as well as methods and techniques of teaching strategy and the role of strategy teachers. A qualitative research has been performed based on a collective case study with students (focus groups and teachers (in depth interviews of a private and a public institution, in addition to a documentary research. Regarding the body of knowledge in strategy, it has been identified the presence of classical approaches. Both HEI use books from national and international classic authors. In relation to teaching methods, the HEI “A” uses the interaction between the theory of strategic planning and the application in a company, whereas the HEI “B” gives preference to theoretical discussions. Regarding the typification of conduct, it has been noticed a pattern of action of teachers regarding the collection of reading and on-time delivery of activities. The individuals (strategy teachers have specific actions, which are typified as forms of action, i.e. patterns collectively targeted to teach, to impart or disseminate knowledge of strategy.

  6. An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

    Science.gov (United States)

    Sheahan, Linda; While, Alison; Bloomfield, Jacqueline

    2015-12-01

    The teaching and learning of clinical skills is a key component of nurse education programmes. The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies for clinical skill acquisition within pre-registration education. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA) compared with the conventional teaching approach. A randomised controlled trial was conducted. Participants were randomly allocated to an experimental group (MITA intervention) (n=46) and a control group (conventional teaching) (n=44) to learn clinical skills. Setting was in one Irish third-level educational institution. Participants were all first year nursing students (n=90) in one institution. The experimental group was taught using MITA delivered by the researcher while the control group was taught by a team of six experienced lecturers. Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants' multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS). All participants were assessed using the same objective structured clinical examination (OSCE) at the end of semester one and semester two. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. The strongest preference on ILS for both groups was the sensing style. The highest MI was interpersonal intelligence. Participants in the experimental group had higher scores in all three OSCEs (pmultiple choice questions as methods of assessment. MITA was evaluated positively. The study findings support the use of MITA for clinical skills teaching and advance the understanding of how MI teaching approaches may be used in nursing education. Copyright © 2015 Elsevier Ltd. All rights reserved.

  7. Does stress in a dental hygiene and dental therapy undergraduate programme contribute to a sense of well-being in the students?

    Science.gov (United States)

    Harris, M; Wilson, J C; Hughes, S; Radford, D R

    2017-07-07

    Aims To use a qualitative approach to further explore the stress and well-being of dental hygiene and dental therapy students (DHDTS) during their undergraduate training.Subjects and methods Semi-structured individual interviews to explore motivation, goals, and perceived stress, were conducted with eight DHDTS from across all three years of study at the University of Portsmouth Dental Academy (UPDA). Thematic analysis of the data was undertaken using Braun and Clarke's (2006) six phases of thematic analysis.Results Three main themes of 'fulfilment', 'the learning environment', and 'perception of stress' were identified. Within these themes, a further 12 sub-themes were identified. Analysis suggested that a strong sense of passion to become a clinician mitigated most, but not all, of the stressful experiences of the DHDTS undergraduate learning environment.Conclusions DHDTS' perceived sources of stress during their undergraduate programme were strongly linked to a sense of meaningfulness.Listen to the author talk about the key findings in this paper in the associated video abstract. Available in the supplementary information online and on the BDJ Youtube channel via http://go.nature.com/bdjyoutube.

  8. Prescribing knowledge in the light of undergraduate clinical pharmacology and therapeutics teaching in India: views of first-year postgraduate students

    Directory of Open Access Journals (Sweden)

    Upadhyaya P

    2012-06-01

    Full Text Available Prerna Upadhyaya,1 Vikas Seth,2 Monika Sharma,1 Mushtaq Ahmed,1 Vijay Vasant Moghe,1 Zafar Yab Khan,1 Vinay Kumar Gupta,1 Shipra Vikram Jain,1 Utkarsh Soni,1 Manohar Bhatia,1 Kumar Abhijit,1 Jaswant Goyal11Department of Pharmacology, Mahatma Gandhi Medical College, Jaipur, 2Department of Pharmacology, Hind Institute of Medical Sciences, Lucknow, IndiaObjectives: The study aimed to review the prescribing knowledge of first-year postgraduate doctors in a medical college in India, using the principles of good prescribing, to suggest strategies to improve rational prescribing, and to recommend what curriculum planners can do to accomplish this objective.Methods: Fifty first-year postgraduate doctors were asked to fill in a structured questionnaire that sought information regarding their undergraduate training in clinical pharmacology and therapeutics, prescribing habits, and commonly consulted drug information sources. Also, the questionnaire assessed any perceived deficiencies in their undergraduate clinical pharmacology teaching and sought feedback regarding improvement in the teaching.Results: Eighty-eight percent of residents said that they were taught prescription writing in undergraduate pharmacology teaching; 48% of residents rated their prescribing knowledge at graduation as average, 28% good, 4% excellent, 14% poor, and 4% very poor; 58% felt that their undergraduate training did not prepare them to prescribe safely, and 62% felt that their training did not prepare them to prescribe rationally. Fifty-eight percent of residents felt that they had some specific problems with writing a prescription during their internship training, while 92% thought that undergraduate teaching should be improved. Their suggestions for improving teaching methods were recorded.Conclusions: This study concludes that efforts are needed to develop a curriculum that encompasses important aspects of clinical pharmacology and therapeutics along with incorporation of

  9. National Genome Research Initiative: A New Paradigm For Teaching Research To Undergraduates In South America

    Directory of Open Access Journals (Sweden)

    Rafael Ovalle

    2012-05-01

    Full Text Available Introduction: From 2007 to 2011, the Howard Hughes Medical Institute (HHMI recruited professors across the US to test a new paradigm in undergraduate education: the National Genome Research Initiative (NGRI. Undergraduates were taught to isolate bacteriophages, characterize their findings, and report to the scientific community.Objective: The educational goal of the NGRI program was to expose science undergraduates to an authentic research experience to increase graduation rates. The scientific goal was to isolate mycobacteriophages to be used as therapeutic agents against disease-causing mycobacteria.Materials and Methods: In a one-semester lab course undergraduates are taught to find, grow, and purify bacteriophages. In the second semester, students use bioinformatic software to annotate sequences of their bacteriophages.Results: Ahead of data on student graduation rates, the NGRI program has generated expanded productivity for US undergraduates. Over a four year period, thousands of participants were taught to collect bacteriophages, annotate sequences, and present their findings. Those undergraduates will have isolated 2300+ phages, annotated 250+ sequences, presented hundreds of posters at conferences across the US, and are co-authors on papers published by labs participating in the NGRI program.Discussion: Many professors in the US academic community are convinced that the NGRI program will have lasting impact on the US educational system. Several professors have banded together to form the Phage Galaxy Consortium to continue HHMI’s goal of implementation of the NGRI program at all US colleges.Conclusions: HHMI’s paradigm is ready for distribution to Central and South America.

  10. “Biotecnological War” - A Conceptual And Perceptual Assessment Tool For Teaching Biotechnology And Protein Chemistry For Undergraduate Students In Biological Sciences.

    OpenAIRE

    C. R. C. Cruz et al.

    2017-01-01

    "Biotecnological War" board game, a conceptual and perceptual assessment tool for biotechnology and protein chemistry teaching for undergraduate students in biological sciences and related areas. It is a proposal initially conceived as an alternative complementary tool for biochemistry teaching of proteins and peptides, challenging students, aiming to review concepts transmitted in classroom, stimulating diverse student’s abilities, such as their creativity, competitiveness and resource manag...

  11. Development of a competency mapping tool for undergraduate professional degree programmes, using mechanical engineering as a case study

    Science.gov (United States)

    Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John

    2018-01-01

    Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.

  12. Standards-based teaching and educational digital libraries as innovations: Undergraduate science faculty in the adoption process

    Science.gov (United States)

    Ridgway, Judith Sulkes

    This study describes undergraduate science faculty in terms of their feelings of preparedness for and their use of standards-based teaching methods, their stages of concern related to Educational Digital Libraries (EDLs), and their adoption and diffusion of both innovations. These innovations may have a synergistic relationship that may result in enhanced adoption of both. The investigation began with a series of group meetings with life science, chemistry, physics, and geology faculty from a 2-year and a 4-year institution. Faculty were introduced to dimensions of standards-based teaching and examples of EDLs. Faculty completed the Demographics and Experience Questionnaire, the Standards-Based Teaching Instrument, and the Stages of Concern Questionnaire (SoCQ). Semi-structured interviews containing literature-based questions were conducted with one faculty member from each discipline from the 2-year and 4-year institutions. Document analyses were performed on mission/goal web-based statements for the institutions and their science departments. Triangulated data were used to construct individual faculty case studies based on four facets: background, standards-based teaching profile, EDLs profile, and rate of innovation diffusion. The individual case studies were used to perform cross-case analyses by type of institution, discipline, and locus of control. Individual case studies and cross-case analyses suggest the following conclusions: (a) faculty felt prepared to use and frequently used textbooks as a reference, (b) feelings of preparedness and frequency of use of standards-based teaching categories may be related to discipline, (c) all faculty had relatively high awareness and informational EDL concerns, and (d) faculty central to the locus of control were more likely to use methods to develop student conceptual understanding, use inquiry methods, and be agents of change. A grounded theoretical model connects study results with literature related to educational

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

    Directory of Open Access Journals (Sweden)

    Zeng R

    2017-03-01

    Full Text Available Rui Zeng,1,* Lian-rui Xiang,2,* Jing Zeng,3 Chuan Zuo4 1Department of Cardiovascular Diseases, 2Department of Public Affairs Development, 3Department of Internal Medicine, 4Department of Rheumatology and Immunology, West China Hospital, School of Clinic Medicine, Sichuan University, Chengdu, People’s Republic of China *These authors contributed equally to this work Background: We aimed to introduce team-based learning (TBL as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods.Methods: We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT-baseline and Group Readiness Assurance Test (GRAT were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1 immediately after class and Individual Terminal Test 2 (ITT2 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL.Results: There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61, while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65. In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups.Conclusion: Our TBL in symptomatology approach was highly accepted by students in the improvement

  14. The impact of the language of instruction: How economics students in the Netherlands evaluate an English-taught Undergraduate Programme

    NARCIS (Netherlands)

    Grift, Y.K.; Meijer, A.A.; van der Salm, F.H.

    2012-01-01

    In this article student ratings of undergraduate level Economics courses are analysed on the basis of the aggregated results of end-of-term questionnaires. Two groups of students were involved, one of which was taught in Dutch and the other in English. In the analysis the influence was investigated

  15. "You're Not Good Enough": Teaching Undergraduate Students about the Sexualization of Girls and Women

    Science.gov (United States)

    Moloney, Mairead Eastin; Pelehach, Lisa

    2014-01-01

    Sociologists have developed compelling pedagogical strategies to focus the undergraduate gaze on problems of gender and sexuality. Nested within the social construction of gender norms, the sexualization of girls and women negatively impacts individual, interpersonal, and societal levels of social interaction. Nevertheless, this important issue…

  16. A Modular Approach to Teaching Mathematical Modeling in Biotechnology in the Undergraduate Curriculum

    Science.gov (United States)

    Larripa, Kamila R.; Mazzag, Borbala

    2016-01-01

    Our paper describes a solution we found to a still existing need to develop mathematical modeling courses for undergraduate biology majors. Some challenges of such courses are: (i) relatively limited exposure of biology students to higher-level mathematical and computational concepts; (ii) availability of texts that can give a flavor of how…

  17. How (and Whether) to Teach Undergraduates about the Replication Crisis in Psychological Science

    Science.gov (United States)

    Chopik, William J.; Bremner, Ryan H.; Defever, Andrew M.; Keller, Victor N.

    2018-01-01

    Over the past 10 years, crises surrounding replication, fraud, and best practices in research methods have dominated discussions in the field of psychology. However, no research exists examining how to communicate these issues to undergraduates and what effect this has on their attitudes toward the field. We developed and validated a 1-hr lecture…

  18. Interactive Videoconference Supported Teaching in Undergraduate Nursing: A Case Study for ECG

    Science.gov (United States)

    Celikkan, Ufuk; Senuzun, Fisun; Sari, Dilek; Sahin, Yasar Guneri

    2013-01-01

    This paper describes how interactive videoconference can benefit the Electrocardiography (ECG) skills of undergraduate nursing students. We have implemented a learning system that interactively transfers the visual and practical aspects of ECG from a nursing skills lab into a classroom where the theoretical part of the course is taught. The…

  19. Reduced Graphene Oxide Joins Graphene Oxide to Teach Undergraduate Students Core Chemistry and Nanotechnology Concepts

    Science.gov (United States)

    Kondratowicz, Izabela; Nadolska, Malgorzata; Z?elechowska, Kamila

    2018-01-01

    Novel carbon nanomaterials such as reduced graphene oxide (rGO) and graphene oxide (GO) can be easily incorporated into the undergraduate curriculum to discuss basic chemistry and nanotechnology concepts. This paper describes a laboratory experiment designed to study the differences between GO and rGO regarding their physicochemical properties…

  20. Research and Teaching: Blooming, SOLO Taxonomy, and Phenomenography as Assessment Strategies in Undergraduate Science Education

    Science.gov (United States)

    Newton, Genevieve; Martin, Elizabeth

    2013-01-01

    Three alternative approaches to assessment of exam responses were applied in an undergraduate biochemistry course. First, phenomenography was used to categorize written exam responses into an inclusive hierarchy. Second, responses to the same question were similarly categorized according to the Structure of Observed Learning Outcome (SOLO)…

  1. Service Learning to Promote Brain-Based Learning in Undergraduate Teaching

    Science.gov (United States)

    Nwokah, Eva E.; Leafblad, Stefanie

    2013-01-01

    In this study 44 undergraduate students in a language development course participated in service learning with preschool homeless and low-income children as a course requirement. Students completed a survey, questionnaires, reflective journaling, and small-group debriefing sessions. Based on current views on brain-based learning from cortical…

  2. The Agony and the Ecstasy: Teaching Marketing Metrics to Undergraduate Business Students

    Science.gov (United States)

    Saber, Jane Lee; Foster, Mary K.

    2011-01-01

    The marketing department of a large business school introduced a new undergraduate course, marketing metrics and analysis. The main materials for this course consisted of a series of online spreadsheets with embedded text and practice problems, a 32-page online metrics primer that included assurance of learning questions and a sample examination…

  3. A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

    Science.gov (United States)

    O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

    2016-05-01

    Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills

    Science.gov (United States)

    Dinkelman, Andrea L.; Aune, Jeanine E.; Nonnecke, Gail R.

    2010-01-01

    For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and…

  5. Teaching Global Change in Local Places: The HERO Research Experiences for Undergraduates Program

    Science.gov (United States)

    Yarnal, Brent; Neff, Rob

    2007-01-01

    The Human-Environment Research Observatory (HERO) Research Experience for Undergraduates (REU) program aimed to develop the next generation of researchers working on place-based human-environment problems. The program followed a cooperative learning model to foster an integrated approach to geographic research and to build collaborative research…

  6. The Value of the Undergraduate Teaching/Tutoring Experience For Graduate School Success: A Personal Narrative.

    Science.gov (United States)

    Swartz, Omar

    For any student, the first semester of graduate school is the most traumatic experience in his or her career as a graduate student. Fortunately, there are some things that can be done to make the transition for these students easier. Getting undergraduate students involved in the classrooms in positions of pedagogical responsibility is the most…

  7. Truth in Packaging: Teaching Controversial Topics to Undergraduates in the Human Sciences.

    Science.gov (United States)

    Fredericks, Marcel; Miller, Steven I.

    1993-01-01

    Argues that the behavioral or "human" sciences are fundamentally different in scope and intent from the natural sciences. Describes the use of controversial topics in undergraduate courses and provides a four-step process. Recommends using Karl Popper's falsification theory to help students think critically about issues. (CFR)

  8. Using "Pseudomonas Putida xylE" Gene to Teach Molecular Cloning Techniques for Undergraduates

    Science.gov (United States)

    Dong, Xu; Xin, Yi; Ye, Li; Ma, Yufang

    2009-01-01

    We have developed and implemented a serial experiment in molecular cloning laboratory course for undergraduate students majored in biotechnology. "Pseudomonas putida xylE" gene, encoding catechol 2, 3-dioxygenase, was manipulated to learn molecular biology techniques. The integration of cloning, expression, and enzyme assay gave students…

  9. Bridging the Gap: A Research-Based Approach for Teaching Interdisciplinary Science to Undergraduate Freshman Students

    Science.gov (United States)

    Sales, Jessica; Comeau, Dawn; Liddle, Kathleen; Khanna, Nikki; Perrone, Lisa; Palmer, Katrina; Lynn, David

    2006-01-01

    A new program, On Recent Discoveries by Emory Researchers (ORDER), has been developed as a bridge across the ever-widening gap between graduate and undergraduate education in the sciences. This bridge is created by merging the needs of graduate/postdoctoral students to educate more interdisciplinary scholars about their research discoveries with…

  10. Teaching Scientists to Communicate: Evidence-Based Assessment for Undergraduate Science Education

    Science.gov (United States)

    Mercer-Mapstone, Lucy; Kuchel, Louise

    2015-01-01

    Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace--a problem faced in the UK and…

  11. Research and Teaching: Encouraging Science Communication in an Undergraduate Curriculum Improves Students' Perceptions and Confidence

    Science.gov (United States)

    Train, Tonya Laakko; Miyamoto, Yuko J.

    2017-01-01

    The ability to effectively communicate science is a skill sought after by graduate and professional schools as well as by employers in science-related fields. Are content-heavy undergraduate science curricula able to incorporate opportunities to develop science communication skills, and is promoting these skills worth the time and effort? The…

  12. Solvent Extraction of Copper: An Extractive Metallurgy Exercise for Undergraduate Teaching Laboratories

    Science.gov (United States)

    Smellie, Iain A.; Forgan, Ross S.; Brodie, Claire; Gavine, Jack S.; Harris, Leanne; Houston, Daniel; Hoyland, Andrew D.; McCaughan, Rory P.; Miller, Andrew J.; Wilson, Liam; Woodhall, Fiona M.

    2016-01-01

    A multidisciplinary experiment for advanced undergraduate students has been developed in the context of extractive metallurgy. The experiment serves as a model of an important modern industrial process that combines aspects of organic/inorganic synthesis and analysis. Students are tasked to prepare a salicylaldoxime ligand and samples of the…

  13. A Framework for Teaching Social and Environmental Sustainability to Undergraduate Business Majors

    Science.gov (United States)

    Brumagim, Alan L.; Cann, Cynthia W.

    2012-01-01

    The authors outline an undergraduate exercise to help students more fully understand the environmental and social justice aspects of business sustainability activities. A simple hierarchical framework, based on Maslow's (1943) work, was utilized to help the students understand, analyze, and judge the vast amount of corporate sustainability…

  14. Teaching Sport Management Through Service-Learning: An Undergraduate Case Study.

    Science.gov (United States)

    Jackowski, Mick; Gullion, Laurie

    1998-01-01

    Students in an undergraduate sport management writing course experienced a service learning component via outreach with local sport organizations. Class instructors supported students and evaluated student logs, class presentations, student memorandums, product review, and interviews with agency personnel and students. Results indicated that…

  15. Myths and Metaphors from the Mall: Critical Teaching and Everyday Life in Undergraduate Theatre Studies.

    Science.gov (United States)

    Berkeley, Anne

    2001-01-01

    Offers a theoretical basis for undergraduate theatre studies that stresses the participation, democratization, and popularization that are necessary to sustain the arts in American society. Argues that the curriculum should be reoriented to emphasize theatre's functional value by building on students' already acquired and practiced aesthetic…

  16. Shaped Goals: Teaching Undergraduates the Effects of Social Stratification on the Formulation of Goals

    Science.gov (United States)

    Touzard, Giselle

    2009-01-01

    This article describes an in-class activity that helps undergraduate students to understand the effects of their socio-economic position on the formulation, pursuit, and achievement of goals. Social stratification and inequality have an initial impact on the formulation of goals. Through this exercise students will perceive the effects of having a…

  17. Teaching Hybrid Principles of Finance to Undergraduate Business Students--Can It Work?

    Science.gov (United States)

    Letterman, Denise

    2008-01-01

    The purpose of this study was to examine the relationship between course design and predictor variables: motivation, satisfaction, and success for students enrolled in the hybrid Principles of Finance course. The participants for this research project were 117 undergraduate students (encompassing 6 semesters) at Robert Morris University,…

  18. The Relationship of Perceived Organizational Support, Job Satisfaction, and Years of Online Teaching Experience to Work Engagement among Online Undergraduate Adjunct Faculty Members

    Science.gov (United States)

    Zone, Emma J.

    2013-01-01

    The rapid growth of online higher education has necessitated increased employment of adjunct faculty. Correlational analyses were implemented to determine whether a relationship exists between adjunct undergraduate faculty's perceptions of organizational support, overall job satisfaction, and online teaching experience, and their work engagement.…

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

    Science.gov (United States)

    Rattanavich, Saowalak

    2013-01-01

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

  20. An Examination of the Outcomes of the Undergraduate Leadership Teaching Assistant (ULTA) Experience as a High-Impact Practice in Leadership Education

    Science.gov (United States)

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

    2015-01-01

    The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly…

  1. Teaching the Fair Debt Collection Practices Act to Legal and Ethical Environment of Business Undergraduate Students through a Role-Play Experiential Learning Exercise

    Science.gov (United States)

    Lee, Konrad S.; Thue, Matthew I.

    2017-01-01

    This article begins with a description of a role-play exercise for teaching the Fair Debt Collection Practices Act (FDCPA) to an introductory Legal and Ethical Environment of Business Law (Business Law) undergraduate class. It goes on to provide the context for consumer debt in the United States. Next, the problems of debt collection are…

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

    Science.gov (United States)

    Williamson, Nicholas C.

    2001-01-01

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

  3. Effective Classroom Management. The Basic Element of Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, introduces the undergraduate student to practices of teachers in effective schools which facilitate the climate for learning in the classroom. Used with Canter's materials on assertive discipline, the preservice teachers should have an opportunity to reflect carefully…

  4. Incentives for Improving Undergraduate Teaching in the California Community Colleges. A Report to the Chancellor's Office on Assembly Concurrent Resolution (ACR) 39, Hayden.

    Science.gov (United States)

    McHargue, Michael

    This report details the response of the Board of Governors of the California Community Colleges to Assembly Concurrent Resolution (ACR) Number 39 (Hayden), known as "Incentives for Improving Undergraduate Teaching." Part 1 provides the background and recent history of community college faculty development. Part 2 describes the current faculty…

  5. A Systematic Review Protocol on the Use of Online Learning versus Blended Learning for Teaching Clinical Skills to Undergraduate Health Professional Students

    Science.gov (United States)

    McCutcheon, Karen; Lohan, Maria; Traynor, Marian

    2016-01-01

    Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to…

  6. Undergraduate Convexity

    DEFF Research Database (Denmark)

    Lauritzen, Niels

    Based on undergraduate teaching to students in computer science, economics and mathematics at Aarhus University, this is an elementary introduction to convex sets and convex functions with emphasis on concrete computations and examples. Starting from linear inequalities and Fourier-Motzkin elimin...

  7. Exploring Normative Whiteness: Ensuring Inclusive Pedagogic Practice in Undergraduate Fieldwork Teaching and Learning

    Science.gov (United States)

    Hughes, Annie

    2016-01-01

    Higher education commentators have become concerned about how learning and teaching praxis across the sector may unwittingly advantage White British (WB) compared to Black and Minority Ethnic (BME) students. Adopting critical race theory, this article explores these issues in relation to field teaching in geography and related subjects. It reports…

  8. An Analysis of Questionnaire Survey on Online Evaluation of Teaching by University Undergraduates

    Science.gov (United States)

    Sun, Dongyun

    2013-01-01

    This paper takes into consideration of the problems discovered in the teaching evaluation data statistics over the years in Changchun University of Science and Technology and cooperates with related departments to conduct a questionnaire survey on an online evaluation of teaching, with the purpose of detecting cognition of students in evaluation…

  9. Teaching and Assessing Ethics and Social Responsibility in Undergraduate Science: A Position Paper

    Science.gov (United States)

    Schultz, Madeleine

    2014-01-01

    Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and assessment of these concepts are not straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and…

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

    Science.gov (United States)

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

    2018-02-01

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

  11. Teaching Religious Studies to Undergraduate Non-Majors at Seoul National University, South Korea

    Science.gov (United States)

    Yoo, Yohan

    2015-01-01

    This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in "Teaching Theology and Religion" 18:3 (July 2015). The authors were asked to provide a brief overview of…

  12. Clinical audit teaching in record-keeping for dental undergraduates at International Medical University, Kuala Lumpur, Malaysia.

    Science.gov (United States)

    Chong, Jun A; Chew, Jamie K Y; Ravindranath, Sneha; Pau, Allan

    2014-02-01

    This study investigated the impact of clinical audit training on record-keeping behavior of dental students and students' perceptions of the clinical audit training. The training was delivered to Year 4 and Year 5 undergraduates at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It included a practical audit exercise on patient records. The results were presented by the undergraduates, and guidelines were framed from the recommendations proposed. Following this, an audit of Year 4 and Year 5 students' patient records before and after the audit training was carried out. A total of 100 records were audited against a predetermined set of criteria by two examiners. An email survey of the students was also conducted to explore their views of the audit training. Results showed statistically significant improvements in record-keeping following audit training. Responses to the email survey were analyzed qualitatively. Respondents reported that the audit training helped them to identify deficiencies in their record-keeping practice, increased their knowledge in record-keeping, and improved their record-keeping skills. Improvements in clinical audit teaching were also proposed.

  13. Teaching Occupational Therapy on the Addiction Field - An experience in a multidisciplinary context with undergraduate students

    Directory of Open Access Journals (Sweden)

    Marina Bianco Perrone

    2014-08-01

    Full Text Available This article intends to discuss the teaching of Occupational Therapy (OT in the context of substance abuse to undergraduate students. Aiming to debate the experience of multidisciplinary supervised practice during the course of academic studies, it presents the Academic League on Drug Dependence - LFD as a space for understanding the phenomenon of addiction and the construction of practice in this area. A qualitative observational study was carried out on the analysis of discussion between tutors and 25 undergraduate students from different courses (OT, psychology, nursing, and medicine that comprise the LFD, which is associated with the Program of Treatment and Guidance to Drug Addicts - PROAD of the Federal University of São Paulo - UNIFESP. We observed articulations about the construction of clinical reasoning in the OT area and the constitution of the students’ perceptions while professionals participating in a multidisciplinary team. It was possible to observe that the experience of the specificity of OT and collective supervision, which, in turn, enables the articulation, favored the construction of an expended comprehension of the subjects treated in the LFD. In this sense, the collective discussion of cases allowed ultidisciplinary dialogue that will constitute the identity of students as health professionals who position themselves in a coherent team. It was perceived that the teaching of OT, in the context of a multiprofessional league, inserted in a program of care for people with problems related to substance use, abuse and/or ependence, has been an experience of a continuous construction of a space that supports and dialogues on issues of the specificity of profession, and its inclusion in this team.

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

    Science.gov (United States)

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

    2016-11-01

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

  15. Pedagogy of the logic model: teaching undergraduates to work together to change their communities.

    Science.gov (United States)

    Zimmerman, Lindsey; Kamal, Zohra; Kim, Hannah

    2013-01-01

    Undergraduate community psychology courses can empower students to address challenging problems in their local communities. Creating a logic model is an experiential way to learn course concepts by "doing." Throughout the semester, students work with peers to define a problem, develop an intervention, and plan an evaluation focused on an issue of concern to them. This report provides an overview of how to organize a community psychology course around the creation of a logic model in order for students to develop this applied skill. Two undergraduate student authors report on their experience with the logic model assignment, describing the community problem they chose to address, what they learned from the assignment, what they found challenging, and what they are doing now in their communities based on what they learned.

  16. Developing an assessment in dental public health for clinical undergraduates attending a primary dental care outreach programme.

    Science.gov (United States)

    Holmes, R D; Waterhouse, P J; Maguire, A; Hind, V; Lloyd, J; Tabari, D; Lowry, R J

    2011-02-01

    This paper describes the development and implementation of a Dental Public Health (DPH) assessment within the Primary Dental Care Outreach (PDCO) course at Newcastle University. The assessment was piloted alongside the delivery of the Bachelor of Dental Surgery (BDS) curriculum in accordance with established learning outcomes. To design and implement a pilot summative assessment, incorporating patients' social histories obtained by undergraduate students attending primary dental care outreach clinics. Undergraduates were tasked with obtaining a detailed social history from a patient seen during their two-year outreach attachment. Each student submitted a written account of their patient's social history and placed this in context by researching a number of demographic and social variables centred upon their patient's home residence. The final component involved writing a concise case feature for a nominated newspaper based upon the case history, where students were encouraged to identify one or more public health messages using language appropriate to a lay readership. Seventy one clinical undergraduates (98.6% of the year-group) subsequently submitted all components of the assessment. Eighty six per cent of the year-group was deemed to have passed the assessment with 9.9% achieving a 'Merit' grade and 76% a 'Satisfactory' grade. Following the assessment, students and clinical teachers were asked for their feedback through a focus group for staff, and a brief feedback form for students. Undergraduates subsequently reported greater awareness of the significance and importance of obtaining a detailed social history and its relevance when devising appropriate and realistic treatment plans. © 2011 John Wiley & Sons A/S.

  17. Web-mediated database for internet-based dental radiology teaching files constructed by 5th-year undergraduate students

    International Nuclear Information System (INIS)

    Kito, Shinji; Wakasugi-Sato, Nao; Matsumoto-Takeda, Shinobu; Oda, Masafumi; Tanaka, Tatsurou; Fukai, Yasuhiro; Tokitsu, Takatoshi; Morimoto, Yasuhiro

    2009-01-01

    To provide oral healthcare for patients of all ages, dental welfare environments and technical aspects of dentistry have evolved and developed and dental education must also diversify. Student-centered voluntary education and establishment of a life-long self-learning environment are becoming increasingly important in the changing world of dental education. In this article, we introduce a new process for the construction of a web-mediated database containing internet-based teaching files on the normal radiological anatomy of panoramic radiographs and CT images of the oral and maxillofacial regions, as well as a system for the delivery of visual learning materials through an intra-faculty local network. This process was developed by our 5th-year undergraduate students. Animated CT scan images were produced using Macintosh Iphoto and Imovie animation software. Normal anatomical images of panoramic radiographs and CT scans were produced using Adobe Illustrator CS and Adobe Photoshop CS. The web database was constructed using Macromedia Dreamweaver MX and Microsoft Internet Explorer. This project was the basis of our participation in the Student Clinician Research Program (SCRP). At Kyushu Dental College, we developed a new series of teaching files on the web. Uploading these teaching files to the internet allowed many individuals to access the information. Viewers can easily select the area of study that they wish to examine. These processes suggest that our laboratory practice is a useful tool for promoting students' motivation and improving life-long self learning in dental radiology. We expect that many medical and dental students, practitioners and patients will be able to use our teaching files to learn about the normal radiological anatomy of the oral and maxillofacial regions.(author)

  18. The near-peer tutoring programme: embracing the 'doctors-to-teach' philosophy - a comparison of the effects of participation between the senior and junior near-peer tutors.

    Science.gov (United States)

    Liew, Siaw-Cheok; Sow, Chew-Fei; Sidhu, Jagmohni; Nadarajah, Vishna Devi

    2015-01-01

    Background While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors' perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Methods Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. Results The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students' evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). Conclusions Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.

  19. The near-peer tutoring programme: embracing the 'doctors-to-teach' philosophy--a comparison of the effects of participation between the senior and junior near-peer tutors.

    Science.gov (United States)

    Liew, Siaw-Cheok; Sow, Chew-Fei; Sidhu, Jagmohni; Nadarajah, Vishna Devi

    2015-01-01

    While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors' perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students' evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.

  20. Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.

    Science.gov (United States)

    Durham, Mary F; Knight, Jennifer K; Couch, Brian A

    2017-01-01

    The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices. © 2017 M. F. Durham et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  1. Teaching Synthetic Biology, Bioinformatics and Engineering to Undergraduates: The Interdisciplinary Build-a-Genome Course

    Science.gov (United States)

    Dymond, Jessica S.; Scheifele, Lisa Z.; Richardson, Sarah; Lee, Pablo; Chandrasegaran, Srinivasan; Bader, Joel S.; Boeke, Jef D.

    2009-01-01

    A major challenge in undergraduate life science curricula is the continual evaluation and development of courses that reflect the constantly shifting face of contemporary biological research. Synthetic biology offers an excellent framework within which students may participate in cutting-edge interdisciplinary research and is therefore an attractive addition to the undergraduate biology curriculum. This new discipline offers the promise of a deeper understanding of gene function, gene order, and chromosome structure through the de novo synthesis of genetic information, much as synthetic approaches informed organic chemistry. While considerable progress has been achieved in the synthesis of entire viral and prokaryotic genomes, fabrication of eukaryotic genomes requires synthesis on a scale that is orders of magnitude higher. These high-throughput but labor-intensive projects serve as an ideal way to introduce undergraduates to hands-on synthetic biology research. We are pursuing synthesis of Saccharomyces cerevisiae chromosomes in an undergraduate laboratory setting, the Build-a-Genome course, thereby exposing students to the engineering of biology on a genomewide scale while focusing on a limited region of the genome. A synthetic chromosome III sequence was designed, ordered from commercial suppliers in the form of oligonucleotides, and subsequently assembled by students into ∼750-bp fragments. Once trained in assembly of such DNA “building blocks” by PCR, the students accomplish high-yield gene synthesis, becoming not only technically proficient but also constructively critical and capable of adapting their protocols as independent researchers. Regular “lab meeting” sessions help prepare them for future roles in laboratory science. PMID:19015540

  2. Using electronic resources to support dialogue in undergraduate small-group teaching: the ASTER project

    Directory of Open Access Journals (Sweden)

    Frances Condron

    2001-12-01

    Full Text Available Of all the learning experiences to which students are exposed in British universities, some of the most intensely demanding and rewarding are those where students and tutor engage in lengthy discussion. For many disciplines, tutorials, seminars and workshops have a special role in developing expertise in applying complex and abstract theories to rich, diverse bodies of material. The ability to present convincing arguments, both written and verbal, is a skill that undergraduates need to acquire.

  3. Northwestern University Initiative for Teaching NanoSciences (NUITNS): An Approach for Teaching Computational Chemistry to Engineering Undergraduate Students

    Science.gov (United States)

    Simeon, Tomekia; Aikens, Christine M.; Tejerina, Baudilio; Schatz, George C.

    2011-01-01

    The Northwestern University Initiative for Teaching Nanosciences (NUITNS) at nanohub.org Web site combines several tools for doing electronic structure calculations and analyzing and displaying the results into a coordinated package. In this article, we describe this package and show how it can be used as part of an upper-level quantum chemistry…

  4. 2005-2010 Centres of Excellence in Teaching and Learning programme

    OpenAIRE

    Saunders, Murray; Trowler, Paul; Ashwin, Paul

    2008-01-01

    This Summary Report of the independent evaluation of the national CETL programme synthesises the evidence gathered during the period between March 2007 and January 2008. It provides a formative account of the CETL programme experience.

  5. How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

    Science.gov (United States)

    Drinkwater, Michael J.; Matthews, Kelly E.; Seiler, Jacob

    2017-01-01

    While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. PMID:28232589

  6. Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-Analysis

    Directory of Open Access Journals (Sweden)

    Denise Koufogiannakis

    2006-09-01

    Full Text Available Objective The objective of this systematic review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge. The study sought to address the following questions: 1 What is the overall state of research on this topic? 2 Which teaching methods are more effective? Methods This project utilised systematic review methodology. Researchers searched fifteen databases and retrieved 4,356 potentially relevant citations. They reviewed the titles and abstracts for relevance, and of those, 257 complete articles were considered in-depth using a predetermined inclusion/exclusion form. There were 122 unique studies that met the inclusion criteria and were subjected to an extensive data extraction and critical appraisal process. Of these studies, 55 met author‐defined quality criteria to provide information on the effectiveness of different teaching methods. From this review there was a final group of 16 studies with sufficient information to enable meta-analyses and calculations of standardized mean differences. Results The overwhelming majority of studies were conducted in the United States (88%. Experimental or quasi-experimental research methods were used in 79 studies (65%. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction (CAI, and self‐directed independent learning (SDIL. Studies measured outcomes that correlated with Bloom’s lower levels of learning (‘Remember’, ‘Understand’, ‘Apply’. Sixteen studies compared traditional instruction (TI with no instruction, and twelve of those found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring TI. Fourteen studies compared CAI with traditional instruction (TI, and 9 of these showed

  7. Mapping Antimicrobial Stewardship in Undergraduate Medical, Dental, Pharmacy, Nursing and Veterinary Education in the United Kingdom.

    Directory of Open Access Journals (Sweden)

    Enrique Castro-Sánchez

    Full Text Available To investigate the teaching of antimicrobial stewardship (AS in undergraduate healthcare educational degree programmes in the United Kingdom (UK.Cross-sectional survey of undergraduate programmes in human and veterinary medicine, dentistry, pharmacy and nursing in the UK. The main outcome measures included prevalence of AS teaching; stewardship principles taught; estimated hours apportioned; mode of content delivery and teaching strategies; evaluation methodologies; and frequency of multidisciplinary learning.80% (112/140 of programmes responded adequately. The majority of programmes teach AS principles (88/109, 80.7%. 'Adopting necessary infection prevention and control precautions' was the most frequently taught principle (83/88, 94.3%, followed by 'timely collection of microbiological samples for microscopy, culture and sensitivity' (73/88, 82.9% and 'minimisation of unnecessary antimicrobial prescribing' (72/88, 81.8%. The 'use of intravenous administration only to patients who are severely ill, or unable to tolerate oral treatment' was reported in ~50% of courses. Only 32/88 (36.3% programmes included all recommended principles.Antimicrobial stewardship principles are included in most undergraduate healthcare and veterinary degree programmes in the UK. However, future professionals responsible for using antimicrobials receive disparate education. Education may be boosted by standardisation and strengthening of less frequently discussed principles.

  8. The development and validation of the Blended Socratic Method of Teaching (BSMT: An instructional model to enhance critical thinking skills of undergraduate business students

    Directory of Open Access Journals (Sweden)

    Eugenia Arazo Boa

    2018-01-01

    Full Text Available Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation of the Blended Socratic Method of Teaching (BSMT, a teaching model intended to foster critical thinking skills of business students in the undergraduate level. The main objectives of the study were to 1 to survey the critical thinking skills of undergraduate business students, and 2 to develop and validate the BSMT model designed to enhance critical thinking skills. The research procedure comprised of two phases related to the two research objectives: 1 surveying the critical thinking skills of 371 undergraduate business students at Naresuan University International College focusing on the three critical thinking competencies of the RED model—recognize assumptions, evaluate arguments, and draw conclusion, and the determination of the level of their critical thinking; and 2 developing the instructional model followed by validation of the model by five experts. The results of the study were: 1 the undergraduate business students have deficient critical thinking based on the RED Model competencies as they scored “below average” on the critical thinking appraisal, and 2 the developed model comprised six elements: focus, syntax, principles of reaction, the social system, the support system, and application. The experts were in complete agreement that the model is “highly appropriate” in improving the critical thinking skills of the business students. The main essence of the model is the syntax comprising of five steps: group assignment, analysis and writing of case studies; group presentation of the business case analysis in class; Socratic discussion/questioning in class; posting of the case study on the class Facebook account; and online Socratic discussion/questioning. The BSMT model is an authentic and comprehensive model combining the Socratic method of teaching, information and

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

    Science.gov (United States)

    Lu, Fletcher; Lemonde, Manon

    2013-12-01

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

  10. Teaching patient safety in the medical undergraduate program at the Universidade Federal de São Paulo.

    Science.gov (United States)

    Bohomol, Elena; Cunha, Isabel Cristina Kowal Olm

    2015-01-01

    To analyze the Educational Project of the undergraduate medical course to verify what is taught regarding Patient Safety and to enable reflections on the educational practice. A descriptive study, using document research as strategy. The document of investigation was the Educational Project of the medical course, in 2006, at the Escola Paulista de Medicina of the Universidade Federal de São Paulo. The theoretical framework adopted was the Multi-Professional Patient Safety Curriculum Guide of the World Health Organization, which led to the preparation of a list with 153 tracking terms. We identified 65 syllabus units in the Educational Project of the course, in which 40 (61.5%) addressed topics related to Patient Safety. Themes on the topic "Infection prevention and control" were found in 19 (47.5%) units and teaching of "Interaction with patients and caregivers" in 12 (32.5%); however content related to "Learning from errors to prevent harm" were not found. None of the framework topics had their proposed themes entirely taught during the period of education of the future physicians. Patient safety is taught in a fragmented manner, which values clinical skills such as the diagnosis and treatment of diseases, post-treatment, surgical procedures, and follow-up. Since it is a recent movement, the teaching of patient safety confronts informative proposals based on traditional structures centered on subjects and on specific education, and it is still poorly valued.

  11. Teaching and assessment of communication skills in undergraduate dental education - a survey in German-speaking countries.

    Science.gov (United States)

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

    2017-08-01

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

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

    Science.gov (United States)

    Kappes Ramirez, Maria Soledad

    2018-02-01

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

  13. Simulation-Based Learning Strategies to Teach Undergraduate Students Basic Surgical Skills: A Systematic Review.

    Science.gov (United States)

    Theodoulou, Iakovos; Nicolaides, Marios; Athanasiou, Thanos; Papalois, Apostolos; Sideris, Michail

    2018-02-16

    We aimed to identify and critically appraise all literature surrounding simulation-based learning (SBL) courses, to assess their relevance as tools for undergraduate surgical education, and create a design framework targeted at standardizing future SBL. We performed a systematic review of the literature using a specific keyword strategy to search at MEDLINE database. Of the 2371 potentially eligible titles, 472 were shortlisted and only 40 explored active interventions in undergraduate medical education. Of those, 20 were conducted in the United States, 9 in Europe and 11 in the rest of the world. Nineteen studies assessed the effectiveness of SBL by comparing students' attributes before and after interventions, 1 study assessed a new tool of surgical assessment and 16 studies evaluated SBL courses from the students' perspectives. Of those 40 studies, 12 used dry laboratory, 7 wet laboratory, 12 mixed, and 9 cadaveric SBL interventions. The extent to which positive results were obtained from dry, wet, mixed, and cadaveric laboratories were 75%, 57%, 92%, and 100%, respectively. Consequently, the SBL design framework was devised, providing a foundation upon which future SBL interventions can be designed such that learning outcomes are optimized. SBL is an important step in surgical education, investing in a safer and more efficient generation of surgeons. Standardization of these efforts can be accelerated with SBL design framework, a comprehensive guide to designing future interventions for basic surgical training at the undergraduate level. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  14. Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

    DEFF Research Database (Denmark)

    Rasmussen, Jens; Bayer, Martin

    2014-01-01

    of professional knowledge within the Danish teacher education programmes, which is not true of the programmes in the Top-3 countries and (2) the programmes in Canada and Singapore more frequently employ literature combining research-based knowledge with practical guidance and experiences, while the programmes......This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand....... The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the top-performing countries. Two main findings are: (1) philosophically based professional knowledge, much of which is normative in character, forms an extensive part of the body...

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

    Science.gov (United States)

    Kandi, Venkataramana; Basireddy, Parimala Reddy

    2018-01-05

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

  16. Measurement of cAMP in an undergraduate teaching laboratory, using ALPHAscreen technology.

    Science.gov (United States)

    Bartho, Joseph D; Ly, Kien; Hay, Debbie L

    2012-02-14

    Adenosine 3',5'-monophosphate (cAMP) is a cellular second messenger with central relevance to pharmacology, cell biology, and biochemistry teaching programs. cAMP is produced from adenosine triphosphate by adenylate cyclase, and its production is reduced or enhanced upon activation of many G protein-coupled receptors. Therefore, the measurement of cAMP serves as an indicator of receptor activity. Although there are many assays available for measuring cAMP, few are suitable for large class teaching, and even fewer seem to have been adapted for this purpose. Here, we describe the use of bead-based ALPHAscreen (Amplified Luminescent Proximity Homogenous Assay) technology for teaching a class of more than 300 students the practical aspects of detecting signal transduction. This technology is applicable to the measurement of many different signaling pathways. This resource is designed to provide a practical guide for instructors and a useful model for developing other classes using similar technologies.

  17. How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments.

    Science.gov (United States)

    Drinkwater, Michael J; Matthews, Kelly E; Seiler, Jacob

    2017-01-01

    While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. © 2017 M. J. Drinkwater et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  18. [The teaching of microbiology and parasitology in undergraduate medical education and its adaptation to the European Higher Education Area].

    Science.gov (United States)

    Ruiz, Vicente Ausina; Otero, Beatriz Mirelis; Pastor, Guillem Prats

    2010-10-01

    The creation of the European Higher Education Area provides a series of opportunities for far-reaching reform of medical education and changes in the way both students and teachers work. The Bologna process must be implemented before 2010 in signatory countries, which include Spain, and must allow education and academic titles to be homologated. Medical degrees must consist of 360 European Credit Transfer System (ECTS) credits, divided into six academic years (60 credits per academic year). The Faculty of Medicine of the Autonomous University of Barcelona has already put the finishing touches to a proposal for the distribution of subjects in the new curriculum. This proposal strengthens and reassesses the teaching of microbiology and parasitology compared with current curricula, giving these subjects appropriate weight in undergraduate medical education. The teaching of medical microbiology and parasitology is included as a core subject worth 8 ECTS in the third year and two free-choice modules of 2.5 and 3 ECTS to be taken in the first semesters of the fifth and sixth years as part of the minor in "Clinical and Experimental Laboratory"(30 ECTS). The teaching of microbiology will also play an important role in the Integrated Learning in Medicine (INTEL-M) course in the third, fourth and fifth years. INTEL-M is an innovation in the syllabus based on the joint planning, organization and evaluation of a series of subjects (24.5 ECTS) that are developed in small groups of students and in the form of problem-based learning. Copyright © 2010 Elsevier España S.L. All rights reserved.

  19. The Influence of Psychological Empowerment on the Enhancement of Chemistry Laboratory Demonstrators' Perceived Teaching Self-Image and Behaviours as Graduate Teaching Assistants

    Science.gov (United States)

    Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

    2017-01-01

    Graduate students who fulfill teaching roles in the undergraduate laboratory play an important role in establishing a positive learning environment. A host of various graduate teacher training programmes have been developed, implemented and evaluated accordingly in order to enhance their teaching capability. In addition research has also…

  20. Opening Doors to Teaching: Understanding the Profession

    Science.gov (United States)

    Langner, Jonas; Zhok, Andrea

    2016-01-01

    Teaching, together with translating, is probably one of the employment options most closely associated with a Modern Foreign Languages degree, or at least one where the language skills acquired are an intrinsic part of the profession in question. Yet, British undergraduate language degree programmes do not systematically offer students…

  1. The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology.

    Science.gov (United States)

    Ventura, Sab; Onsman, Andrys

    2009-07-01

    The role of the lecturer has changed to one where they must engage and motivate students to learn the subject material. To investigate whether the use of short movie references to pharmacology during lectures could stimulate learning in undergraduate students. One- to two-min film clips from popular movies containing a reference to the subject being covered were incorporated into Powerpoint presentations and shown at different times during pharmacology lectures. At the end of the lecture series, a student survey was conducted to assess the impact of the movies on student motivation, engagement and learning. Three positive effects were noted. First, students related theory to (simulated) practice by recognising that what they had learnt was actually being used. Second, students were motivated to attend lectures to see what clip would be used. Third, the clips provided a sectioning break, which helped to maintain the engagement of students throughout the lecture as well as the organisation of the lecture by the lecturer. The use of short popular movie references was a novel way to motivate and maintain the interest of large classes of undergraduate students throughout lectures.

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

    Science.gov (United States)

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

    2017-01-01

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

  3. Viewing Teaching Techniques in Enhancing Viewing Comprehension Skills of Undergraduate Students in Literature

    Directory of Open Access Journals (Sweden)

    Ruth Ortega-Dela Cruz

    2017-06-01

    Full Text Available In today’s generation of digital natives, students find it unexciting to sit down and read literary texts in its entirety. Thus, students nowadays hardly understand and appreciate literature as a subject. This calls for additional challenge to teachers who had been used to deliver their lessons or any subject matter in traditional ways. This study used descriptive-correlational research design to unveil the most effective viewing teaching techniques that will help develop the viewing comprehension skills of literature students in a tertiary level. Findings reveal how literature students perceive the use of movies or videos as a powerful viewing teaching technique. Result of chi-square test of independence indicates the viewing teaching techniques are not significantly related to students’ viewing comprehension. This suggests that no single teaching technique suits the learners’ interest and ability to learn. Therefore, teachers can make use of technology combined with other viewing techniques to ensure that students will find a love for literature that will help establish their academic success in the future.

  4. Small Group Teaching in Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

    Science.gov (United States)

    Ogborn, Jon, Ed.; And Others

    While this book is focused primarily on the tutorials held in the British universities, it offers many insights that can improve the teaching in the discussion sections so common in our large universities. Introductions to analyses of group processes of technical language, and of questions are given. Lesson plans for skill building sessions are…

  5. A Development of Environmental Education Teaching Process by Using Ethics Infusion for Undergraduate Students

    Science.gov (United States)

    Wongchantra, Prayoon; Boujai, Pairoj; Sata, Winyoo; Nuangchalerm, Prasart

    2008-01-01

    Environmental problems were made by human beings because they lack environmental ethics. The sustainable solving of environmental problems must rely on a teaching process using an environmental ethics infusion method. The purposes of this research were to study knowledge of environment and environmental ethics through an environmental education…

  6. Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention

    Science.gov (United States)

    Thalluri, Jyothi; Penman, Joy

    2015-01-01

    In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first- and second-year Medical Radiation students and second-year Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who…

  7. Administrative Barriers to Improving Undergraduate Education. Accent on Improving College Teaching and Learning, 6.

    Science.gov (United States)

    Genthon, Michele; Joscelyn, Mary K., Ed.

    Chief academic officers at 1,053 institutions of higher education across the United States were surveyed about the barriers to improving teaching and learning. Using factor analysis, responses were reduced to nine general problem areas. In order of importance from most important to least important, the problems identified were: financial support,…

  8. Teaching Learning Curves in an Undergraduate Economics or Operations Management Course

    Science.gov (United States)

    Naidu, Jaideep T.; Sanford, John F.

    2012-01-01

    Learning Curves has its roots in economics and behavioral psychology. Learning Curves theory has several business applications and is widely used in the industry. As faculty of Operations Management courses, we cover this topic in some depth in the classroom. In this paper, we present some of our teaching methods and material that have helped us…

  9. Teaching Undergraduate Marketing Students Using "Hot Seating through Puppetry": An Exploratory Study

    Science.gov (United States)

    Pearce, Glenn; Hardiman, Nigel

    2012-01-01

    Changes in preferred methods of learning among many students in recent years have challenged educators to introduce more interactive and experiential teaching methods. "Hot seating"--where a person, such as an invited subject expert is interviewed by an audience--is a well-established interactive method of learning, but is often limited…

  10. A Mindful Approach to Teaching Emotional Intelligence to Undergraduate Students Online and in Person

    Science.gov (United States)

    Cotler, Jami L.; DiTursi, Dan; Goldstein, Ira; Yates, Jeff; DelBelso, Deb

    2017-01-01

    In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported…

  11. The Student Writing Toolkit: Enhancing Undergraduate Teaching of Scientific Writing in the Biological Sciences

    Science.gov (United States)

    Dirrigl, Frank J., Jr.; Noe, Mark

    2014-01-01

    Teaching scientific writing in biology classes is challenging for both students and instructors. This article offers and reviews several useful "toolkit" items that improve student writing. These include sentence and paper-length templates, funnelling and compartmentalisation, and preparing compendiums of corrections. In addition,…

  12. undergraduates' view of lecturers' age as a factor in their teaching ...

    African Journals Online (AJOL)

    GLOBAL JOURNAL OF SOCIAL SCIENCES VOL 15, 2016: 1-11 ... matter, classroom management skill, ability to motivate students, assessment of ... KEYWORD:Assessment; Evaluation; Lecturers' age; Teaching effectiveness. ... developing skills, understanding, work habits and ... 7 items reflecting the personality trait of.

  13. Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students

    Science.gov (United States)

    Subramaniam, Maithreyi; Basaree, Ruzaika Omar; Hanafi, Jaffri; Putih, Abu Talib

    2016-01-01

    This study utilized 33 students taking creative communication design 3 in the third year of the graphic design and multimedia program, using an Anderson's model in teaching art appreciation. The quantitative research design and procedures were employed in this study. An experimental research using the quasi-experimental design, a single-group…

  14. Teaching Liberal Arts Undergraduates about Hinduism Amid Theoretical and Political Contestation Today

    Science.gov (United States)

    Fort, Andrew O.

    2006-01-01

    As the number of people of South Asian heritage in America has greatly increased over recent decades, the study and teaching of Hinduism has come under ever greater scrutiny. During this time, the number of students of Indian background has vastly increased in some schools in some parts of the United States. This increased presence and scrutiny…

  15. A Computer-Assisted Instruction in Teaching Abstract Statistics to Public Affairs Undergraduates

    Science.gov (United States)

    Ozturk, Ali Osman

    2012-01-01

    This article attempts to demonstrate the applicability of a computer-assisted instruction supported with simulated data in teaching abstract statistical concepts to political science and public affairs students in an introductory research methods course. The software is called the Elaboration Model Computer Exercise (EMCE) in that it takes a great…

  16. Evaluation of participatory teaching methods in undergraduate medical students' learning along the first academic courses.

    Directory of Open Access Journals (Sweden)

    Beatriz Gal

    Full Text Available The European Higher Education Area (EHEA is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year. Quantitative (conventional survey statistics and qualitative (open coding approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.

  17. Evaluation of participatory teaching methods in undergraduate medical students' learning along the first academic courses.

    Science.gov (United States)

    Gal, Beatriz; Rubio, Margarita; Iglesias, Eva; González, Purificación

    2018-01-01

    The European Higher Education Area (EHEA) is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year). Quantitative (conventional survey statistics) and qualitative (open coding) approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.

  18. UNESCO's Ethics Education Programme.

    NARCIS (Netherlands)

    Have, H.A.M.J. ten

    2008-01-01

    Unesco initiated the Ethics Education Programme in 2004 at the request of member states to reinforce and increase the capacities in the area of ethics teaching. The programme is focused on providing detailed information about existing teaching programmes. It also develops and promotes teaching

  19. Experiences of student midwives learning and working abroad in Europe: The value of an Erasmus undergraduate midwifery education programme.

    Science.gov (United States)

    Marshall, Jayne E

    2017-01-01

    universities in the United Kingdom are being challenged to modify policies and curricula that reflect the changing global reality through internationalisation. An aspect of internationalisation is study abroad which the European Commission Erasmus exchange programme is just one means of addressing this. to explore the experiences of student midwives who are engaged in the Erasmus exchange programme and the effect it has on their learning and working in an international context. approval for the small phenomenological cohort study was obtained from two participating universities: the University of Malta and University of Nottingham. Data were collected from 13 student midwives from a total of five cohorts in the form of diaries to explore their experiences of learning and working in another country. Thematic analysis supported by Computer-Assisted Qualitative Data Analysis Software was used to identify five recurrent themes emerging from the data: the findings of which have served further in developing this programme. students valued the opportunity of undertaking study and midwifery practice in another culture and healthcare system, extending their knowledge and development of clinical competence and confidence. For some, this was the first time outside of their home country and adaptation to a new environment took time. Support from their contemporaries, lecturers and midwife mentors however, was overwhelmingly positive, enabling the students to feel 'part of the local university / midwifery team' By the end of the programme, the students recognised that they had become more independent and felt empowered to facilitate developments in practice when they returned home. IMPLICATIONS FOR EDUCATION / PRACTICE: this innovative development embracing internationalisation within the curricula has the potential to increase students' employability and further study within Europe and beyond. It can be used as a vehicle to share best practice within an international context

  20. Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison.

    Science.gov (United States)

    Aminian, Gholamreza; O'Toole, John M; Mehraban, Afsoon Hassani

    2015-08-01

    Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Mixed method. The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student's independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students. © The International Society for Prosthetics and Orthotics 2014.

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

    Science.gov (United States)

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

    2017-11-01

    To describe 1) a pharmacy student's teaching assistant (TA) role in an undergraduate medicinal chemistry course, 2) an active learning module co-developed by the TA and instructor, and 3) the unexpected opportunities for pharmacy educational outreach that resulted from this collaboration. Medicinal Chemistry (CHM3413) is an undergraduate course offered each fall at Palm Beach Atlantic University (PBA). As a TA for CHM3413, a pharmacy student from the Gregory School of Pharmacy (GSOP) at PBA co-developed and implemented an active learning module emphasizing foundational medicinal chemistry concepts as they pertain to performance enhancing drugs (PEDs). Surveys assessed undergraduate students' perceived knowledge of medicinal chemistry concepts, PEDs, and TA involvement. Students' (total n = 60, three fall semesters) perceived confidence in knowledge of medicinal chemistry concepts and PEDs increased significantly (p medicinal chemistry course. An advanced pharmacy practice experience elective in sports pharmacy (based on Ambrose's model) begins Fall 2017. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Mobilizing the Forgotten Army: Improving Undergraduate Math and Science Education through Professional Development of Graduate Teaching Assistants

    Science.gov (United States)

    Gerton, Jordan

    Evidence-based best practices for improving undergraduate STEM education abound. Unfortunately, these practices have not been widely adopted, in part because typical dissemination efforts are mediated in a top-down fashion and fail to obtain critical buy-in from key local stakeholders. Here, we present a novel framework to increase nationwide uptake of STEM-education best practices through grassroots propagation of Professional Development programs for Graduate Teaching Assistants (GTA-PD). Our model pays special attention to overcoming resistance to change by soliciting, from the very start, critical buy-in from departmental chairs, faculty, and GTAs who have direct control over and responsibility for instruction. A key component of our approach involves an annual National GTA Workshop where faculty-GTA leadership teams from many different Physics and Chemistry departments come together to develop best-practices-based GTA-PD improvement plans for their own departments while guided by a core group of nationally recognized expert practitioners in GTA-PD and STEM education. As a pre-condition for participation, each department chair must pledge to facilitate implementation of their leadership team's plan; additional and ongoing support is provided by the core group of experts, together with other teams from the workshop cohort. Our initial pilot efforts point to success via enthusiastic buy-in within each STEM department due to the potential for immediate positive impacts on both undergraduate instruction and the long term research productivity of GTAs. In the future, longitudinal data on the progress of the GTA-PD programs will be gathered and analyzed to provide guidance for improving the success of future GTA-PD programs. Financial support provided by the Research Corporation for Science Advancement and the American Chemical Society.

  3. Public Science Education and Outreach as a Modality for Teaching Science Communication Skills to Undergraduates

    Science.gov (United States)

    Arion, Douglas; OConnell, Christine; Lowenthal, James; Hickox, Ryan C.; Lyons, Daniel

    2018-01-01

    The Alan Alda Center for Communicating Science at Stony Brook University is working with Carthage College, Dartmouth College, and Smith College, in partnership with the Appalachian Mountain Club, to develop and disseminate curriculum to incorporate science communication education into undergraduate science programs. The public science education and outreach program operating since 2012 as a partnership between Carthage and the Appalachian Mountain Club is being used as the testbed for evaluating the training methods. This talk will review the processes that have been developed and the results from the first cohort of students trained in these methods and tested during the summer 2017 education and outreach efforts, which reached some 12,000 members of the public. A variety of evaluation and assessment tools were utilized, including surveys of public participants and video recording of the interactions of the students with the public. This work was supported by the National Science Foundation under grant number 1625316.

  4. Remote-controlled optics experiment for supporting senior high school and undergraduate teaching

    Science.gov (United States)

    Choy, S. H.; Jim, K. L.; Mak, C. L.; Leung, C. W.

    2017-08-01

    This paper reports the development of a remote laboratory (RemoteLab) platform for practising technologyenhanced learning of optics. The development of RemoteLab enhances students' understanding of experimental methodologies and outcomes, and enable students to conduct experiments everywhere at all times. While the initial goal of the system was for physics major undergradutes, the sytem was also made available for senior secondary school students. To gauge the impact of the RemoteLab, we evaluated two groups of students, which included 109 physics 1st-year undergraduates and 11 students from a local secondary school. After the experiments, evaluation including questionnaire survey and interviews were conducted to collect data on students' perceptions on RemoteLab and implementation issues related to the platform. The surveys focused on four main topics, including user interface, experiment setup, booking system and learning process. The survey results indicated that most of the participants' views towards RemoteLab was positive.

  5. Online Distance Teaching of Undergraduate Finance: A case for Musashi University and Konan University, Japan

    Directory of Open Access Journals (Sweden)

    Keiichi Kubota

    2007-03-01

    Full Text Available We implemented a synchronous distance course entitled: Introductory Finance designed for undergraduate students. This course was held between two Japanese universities. Stable Internet connections allowing minimum delay and minimum interruptions of the audio-video streaming signals were used. Students were equipped with their own PCs with pre-loaded learning materials and Microsoft Excel exercises. These accompanying course and exercise materials helped students comprehend the mathematical equations and statistical numerical exercises that are indispensable to learning Introductory Finance effectively. The general tendency for students, not to raise questions during the class hours in Japan, however, was found to be a big obstacle. As such, motivational devices are needed and should ideally be combined to promote interaction between the e-classrooms.

  6. Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching

    Directory of Open Access Journals (Sweden)

    Carlo Granados-Beltrán

    2018-01-01

    Full Text Available This article shares a reflection based on the relations found between the partial findings of two on-going projects in a BA program in bilingual education. The first study is named Critical Interculturality in Initial Language Teacher Education Programs whose partial data were obtained through interviews with four expert professors of Licensure programs across Colombia. The second project is Estado del Arte de los Trabajos de Grado 2009 - 2016, which involved an inventory of the theses done by students as graduation requirements for the BA program. Based on these data, the article urges a re-assessment of criticality in research at the undergraduate level by problematizing the hegemonization of action research, the instrumentalization of language and research, and the subalternity for those being researched.

  7. Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education

    Science.gov (United States)

    Mercer-Mapstone, Lucy; Kuchel, Louise

    2015-07-01

    Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace-a problem faced in the UK and USA also. Curriculum development in this area, however, hinges on first evaluating how communication skills are taught currently as a base from which to make effective changes. This study aimed to quantify the current standard of communication education within BSc degrees at Australian research-intensive universities. A detailed evidential baseline for not only what but also how communication skills are being taught was established. We quantified which communication skills were taught and assessed explicitly, implicitly, or were absent in a range of undergraduate science assessment tasks (n = 35) from four research-intensive Australian universities. Results indicate that 10 of the 12 core science communication skills used for evaluation were absent from more than 50% of assessment tasks and 77.14% of all assessment tasks taught less than 5 core communication skills explicitly. The design of assessment tasks significantly affected whether communication skills were taught explicitly. Prominent trends were that communication skills in tasks aimed at non-scientific audiences were taught more explicitly than in tasks aimed at scientific audiences, and the majority of group and multimedia tasks taught communication elements more explicitly than individual, or written and oral tasks. Implications for science communication in the BSc and further research are discussed.

  8. Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine.

    Science.gov (United States)

    Cadieux, Dani C; Lingard, Lorelei; Kwiatkowski, Daniela; Van Deven, Teresa; Bryant, Murray; Tithecott, Gary

    2017-01-01

    Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students. The curriculum centred on four themes: (a) Understanding Change, (b) Effective Teamwork, (c) Leading in Patient Safety, and (d) Leadership in Action. Post-curriculum qualitative student feedback was analyzed for insight into student satisfaction and attitude towards the leadership course content. The Undergraduate Medical Education program of the Schulich School of Medicine & Dentistry, Western University, is delivered over 4 years across 2 campuses in London and Windsor, Ontario, Canada. Course structure moved from traditional passive lectures to established business pedagogy, which involves active engagement in modules, case-based discussions, insights from guest speakers, and personal reflection. A student-led survey evaluated student opinion regarding the leadership course content. Students valued career development reading materials and insights from guest speakers working in healthcare teams. Students did not relate to messages from speakers in senior healthcare leadership positions. Course scheduling late in the second semester was viewed negatively. Overall student opinion suggested that the 1-week course was suboptimal for establishing leadership principles and translated business pedagogy was ineffective in this context. Leadership curriculum in Undergraduate Medical Education should be grounded in a healthcare context relevant to the student's stage of training. Student engagement may be better supported if leadership is framed as a competency throughout their

  9. [Health didactics: undergraduates' nursing representations and the use of an innovative teaching strategy].

    Science.gov (United States)

    de Domenico, Edvane Birelo Lopes; Matheus, Maria Clara Cassuli

    2009-09-01

    This study aimed at analyzing the representations regarding the relationships between Nursing and Education practices, to reveal expectations regarding the course Fundamentals, Methods and Techniques of Teaching and evaluate the use of the Projects Method. Method this is a qualitative evaluation research performed between April and June 2007 with first-year nursing students of a Baccalaureate Degree Program. The data were analyzed based on the Social Representations framework and the constructivist postulates. The students revealed that their learning expectations were related with the contents of didactics, human communication, and the teaching-learning process. The Projects Method was considered capable of providing dynamism, interest towards the content, and the ability to associate theory and practice, in addition to having favored the amplitude and appreciation of the educate/care binomial. In conclusion, health didactics contents are capable of generating students' interest, especially when an innovative methodology is used.

  10. A language-based approach to literature teaching for ESL undergraduates

    OpenAIRE

    2015-01-01

    M.A. (Applied Linguistics) To account for the characteristic linguistic needs of second language students, psycholinguistic theories of second language acquisition are taken into account. Sociolinguistic factors such as possible future language policies regarding English in the South African context, and societal attitudes towards English are also considered. An overview of the more significant approaches and methods in second language teaching is followed by a brief survey of undergraduat...

  11. Teaching Strategis Designed to Change the Undergraduate Experience for College Women Learning Chemistry

    Science.gov (United States)

    Khan, Samia

    A college for women has been cited as one of the most productive origins of female physical science doctorates in the United States. A case study was conducted to investigate teaching strategies that support the retention of women in the physical sciences, based on evidence from one of the college's most notable instructors and her teaching strategies. The strategies this teacher used included a personal "contract", confidence building techniques, and science internships. Data were collected from classroom documents, classroom observations, teacher interviews, student focus groups, student feedback sheets, Likert-response student surveys, and student final exams. Evidence from the Likert-response survey and focus groups suggested that the contract increased students' likelihood of success in the course and that confidence-building strategies improved students' confidence in their ability to succeed in science. An analysis of students' final exam scores indicated that student marks improved after the introduction of the aforementioned teaching innovations: 4% of students taking the same science course with the same teacher earned less than a C-, compared to a previous three-year average of 18% of students with below C- grades. In addition, notably fewer minority women dropped the course than they had in the past. The findings of this study suggest that this teacher's strategies may have played a part in retaining these women in the physical sciences. Based on the data, a theoretical model is proposed that suggests how switching or "fading" out of the course may have been addressed and how multiple teaching strategies can work in concert with each other to contribute to women's positive experiences in the physical sciences.

  12. Undergraduate Convexity

    DEFF Research Database (Denmark)

    Lauritzen, Niels

    Based on undergraduate teaching to students in computer science, economics and mathematics at Aarhus University, this is an elementary introduction to convex sets and convex functions with emphasis on concrete computations and examples. Starting from linear inequalities and Fourier-Motzkin elimin......Based on undergraduate teaching to students in computer science, economics and mathematics at Aarhus University, this is an elementary introduction to convex sets and convex functions with emphasis on concrete computations and examples. Starting from linear inequalities and Fourier......-Motzkin elimination, the theory is developed by introducing polyhedra, the double description method and the simplex algorithm, closed convex subsets, convex functions of one and several variables ending with a chapter on convex optimization with the Karush-Kuhn-Tucker conditions, duality and an interior point...... algorithm....

  13. Teaching surgical exposures to undergraduate medical students: an integration concept for anatomical and surgical education.

    Science.gov (United States)

    Hammer, Niels; Hepp, Pierre; Löffler, Sabine; Schleifenbaum, Stefan; Steinke, Hanno; Klima, Stefan

    2015-06-01

    Decreasing numbers of students are interested in starting a surgical career, posing substantial challenges to patient care in the next years. The anatomy course is one of the key subjects in medical training, especially in surgical disciplines. Innovative teaching concepts that integrate surgically relevant anatomy and manual dexterity might help boost student interest in surgery. A preclinical workshop entitled "Surgical exposures" was developed. A team of anatomists and surgeons introduced the surgical exposures, demonstrating the procedures on Thiel-fixed body donors. Following this introduction, students practiced the exposures in an operating room-like manner. A six-point Likert scale was used to evaluate the workshop and to compare it to the first-year dissection course. The overall evaluation result for the surgical exposures was excellent, proving to be a significantly better result when compared to the first-year dissection course. The students were more satisfied with the teaching time invested by the peers and regarded the workshop as clinically highly relevant. Furthermore, they felt that questions were addressed better and that the overall atmosphere was better than in the gross anatomy course. Subject to criticism was the course size and practicing time in both cases. The surgical exposures workshop provides preclinical students with clinically relevant anatomy and manual dexterity. It may positively influence the decision to follow a surgical career. This course, however, requires extensive teaching resources. The given concept may help implement practical medical skills in the preclinical curriculum, strengthening the professional identity of surgeons and anatomists.

  14. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Science.gov (United States)

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

  15. Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England.

    Science.gov (United States)

    Bartlett, Maggie; Pritchard, Katie; Lewis, Leo; Hays, Richard B; Mckinley, Robert K

    2016-01-01

    One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011-2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context. Objectives were to evaluate the rural teaching from the perspectives of four groups: patients, general practice tutors, community hospital staff and students. Learning outcomes (as measured by objective structured clinical examinations) of students learning in rural practices in the final year were compared with those in other practices. Data were gathered from a variety of sources. Students' scores in cohort-wide clinical assessment were compared with those in other locations. Semi-structured interviews were conducted with general practice tutors and community hospital staff. Serial focus groups explored the perceptions of the students, and questionnaires were used to gather the views of patients. Patients reported positive experiences of students in their consultations, with 97% expressing willingness to see students. The majority of patients considered that teaching in general practice was a good thing. They also expressed altruistic ideas about facilitating learning. The tutors were enthusiastic and perceived that teaching had positive impacts on their practices despite negative effects on their workload. The community hospital staff welcomed students and expressed altruistic ideas about helping them learn. There was no significant difference between the rurally placed students' objective

  16. A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

    Science.gov (United States)

    Bhatia, Kriti; Takayesu, James Kimo; Nadel, Eric S

    2016-02-01

    Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme. Incoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components. Over 88 % of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions. A comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.

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

    Directory of Open Access Journals (Sweden)

    Al-Taee Waleed G

    2005-08-01

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

  18. Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

    Directory of Open Access Journals (Sweden)

    Alison Said

    2018-04-01

    Full Text Available The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was used where the unit of analysis was a higher vocational student. The perceptions and expectations of vocational undergraduate (EQF level 6 students in two disciplines (applied science and engineering were explored, to identify what may constitute good practice. A total of ten participants from two different institutes within the vocational university college agreed to be interviewed. Semi-structured and photo-elicitation interviews were applied. In addition, the Powerful Learning Environments (PLEs Framework was used as a preliminary tool to aid in the decision-making process for data collection. Iterative analysis was used for the semi- structured interviews, whilst a constant-comparative method was used for the photo- elicitation image analysis. Overall, the expectations and preferences between both groups were very similar. Results show that students expect to be taught by interactive lectures that relate theory to practice that will prepare them for the job. Formal lectures including presentations were the least favoured. Regarding teaching qualities, students expect approachable and understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment. Evidence shows that there is no

  19. Evaluation of eLearning for the teaching of undergraduate ophthalmology at medical school: a randomised controlled crossover study.

    Science.gov (United States)

    Petrarca, Caroline A; Warner, Julia; Simpson, Andrew; Petrarca, Robert; Douiri, Abdel; Byrne, David; Jackson, Timothy L

    2018-05-25

    To compare ophthalmology teaching delivered by eLearning with traditional lectures, in terms of undergraduate performance and satisfaction. Randomised controlled crossover study at King's College London Medical School with 245 third year medical students. The ophthalmology syllabus was divided into ten topics. Five topics were randomised to be taught by traditional lectures and five by electronic learning (eLearning). For the second rotation of students the topics were crossed over, so that those topics taught by traditional lectures were taught by eLearning and vice versa. At the end of each rotation the students sat an optional online mock examination containing 100 questions (ten on each topic). Students' examination performance was compared between the two teaching methods. Student satisfaction was assessed using an online satisfaction survey. Outcome measures were the mean percentage of correct answers across all ten topics, student satisfaction and self-assessed knowledge. The mean examination score for questions taught by eLearning was 58% (95% CI, 55.7-59.6), versus 55% (95% CI 53.1-56.8) for traditional lectures (P = 0.047). Across all topics students were more satisfied with eLearning than traditional lectures, with 87% (95% CI 84.5-88.4) rating eLearning as 'excellent' or 'good' versus 65% (95% CI 62.0-67.4) for lectures (p eLearning compared to traditional lectures, with 166 (69.7%) rating eLearning 'much better' or 'better,' 61 (25.6%) 'neutral' and 11 (4.6%) 'worse' or 'much worse.' Student satisfaction and examination performance are both enhanced by ophthalmology eLearning. Similar eLearning modules may be suitable for other specialties and postgraduate learning.

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

    Science.gov (United States)

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

    2016-01-01

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

  1. Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course

    Science.gov (United States)

    Vanderlinden, David Winston

    This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift/plate tectonics and deep time/the age of the Earth. The design of the stories provides a highly contextualized setting which is designed to promote NOS and geology understanding by explicitly attending students to fundamental concepts and requiring students to reflect on the short story content. Evidence is reported to support the conclusion that students using these short stories constructed a better understanding of (1) the variety of processes involved in the construction of scientific knowledge, (2) the subjective nature of data that allows it to be interpreted differently by different scientists, and (3) the roles that culture and society play in determining the way in which scientific work is conducted and scientific ideas are constructed, while maintaining equal levels of understanding of geology content when compared to students who did not use the short stories. In some cases, students' preconceptions about objectivity in science, the degree to which scientific ideas can be considered as "proven" or "true," and the role of discovery in science appear to have adversely affected their ability to interpret the short story content in the ways intended. In addition, students' misconceptions about differences in how oceanic and continental plates were formed and geologists' use of relative and absolute dating techniques, especially the appropriate uses of radio-isotopic dating, are described. This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics

  2. Effect of Structured Teaching Programme on Knowledge of School Teachers regarding First Aid Management in Selected Schools of Bangalore.

    Science.gov (United States)

    De, Piyali

    2014-01-01

    Safe childhood is the foundation of a good future. Children face different kinds of accidents at school premises while playing. Prevention of these accidents and their management is essential. A study was therefore conducted among school teachers at Anekal Taluk, Bangalore to make them aware about different accidents of children at school premises and their first aid management. The sample consisted of 30 primary and higher primary school teachers selected by convenience sampling technique. The analysis showed that improvement of knowledge occurred after administering structured teaching programme (STP) on first aid management. Nursing professionals can benefit from the study result at the area of community, administration, research and education.

  3. Undergraduate medical student's perception about an integrated method of teaching at a medical school in Oman

    Directory of Open Access Journals (Sweden)

    Harshal Sabane

    2015-01-01

    Full Text Available Objective In recent years, there has been a gradual but definitive shift in medical schools all over the globe to promote a more integrated way of teaching. Integration of medical disciplines promotes a holistic understanding of the medical curriculum in the students. This helps them better understand and appreciate the importance and role of each medical subject. Method The study was conducted among the 5th year Pre-clinical students. Questionnaire consisted of 4 questions on the level of integration, 5 questions on various aspects of the assessment and some questions which tested the level of awareness of the integrated method. Result Out of a total of 72 students present on the day of data collection, 65 participated in the study giving a response rate of 90.27 %. After primary data cleansing 4 questionnaires had to be omitted. Most of the students opined as “good” or “very good” for the questions on integration and its attributes. Only 27 (44 % were aware of integrated curriculum being taught in other medical schools in the gulf. Similar findings were observed regarding assessment related questions. Reduction in the number of block exams is unpopular among the students and only 6% have agreed for 3, 4, or 5 non-summative block assessments. Opinion regarding the help of integrated teaching in IFOM based OMSB entrance examination was mixed with a greater variance in the responses. 43% students have indicated that they would like to spend more time with PDCI. Conclusion The students of our institution seem to have a favourable opinion regarding the integrated system of teaching. The satisfaction with the conduct of examinations and its related variables is found to be high. A reduction in the number of block exams however is unpopular among the target group and they would appreciate a greater time allocation for subjects of PDCI and Pharmacology.

  4. Simple assembling of organic light emitting diodes for teaching purposes in undergraduate labs

    Science.gov (United States)

    Vázquez-Córdova, Sergio; Ramos-Ortiz, Gabriel; Maldonado, José Luis; Meneses-Nava, Marco A.; Barbosa-García, Oracio

    2008-04-01

    Electroluminescent organic molecules and polymers have emerged as advanced materials used to fabricate organic light emitting diodes (OLED's) whose unique technological features could revolutionize the industry of flat panel displays. Although these novel organic materials combine low cost and ease of processing, the OLED's fabrication for educational purposes has been rarely reported. In this work, we report a simple and inexpensive method to fabricate OLED's devices intended for educational purposes in the undergraduate level of physics, chemistry and material sciences. For ease of fabrication the cathode in the diode structure was conformed by either an alloy of Bi-Pb-Cd-Sn or by a Ga-In alloy in liquid phase, or simply by silver paint, whereas we used ITO (Indium tin oxide) deposited on glass substrates as anode. Substrates of flexible plastic were also used. The OLED's were fabricated using the spin-coating technique with solutions of the fluorescent materials Alq3 and MEH:PPV, as well as the phosphorescent complex Ru(bpy)3. We report measurement data on current-voltage curves and luminescence obtained by students fabricating and testing the devices under normal room conditions.

  5. Developing a new experimental system for an undergraduate laboratory exercise to teach theories of visuomotor learning.

    Science.gov (United States)

    Kasuga, Shoko; Ushiba, Junichi

    2014-01-01

    Humans have a flexible motor ability to adapt their movements to changes in the internal/external environment. For example, using arm-reaching tasks, a number of studies experimentally showed that participants adapt to a novel visuomotor environment. These results helped develop computational models of motor learning implemented in the central nervous system. Despite the importance of such experimental paradigms for exploring the mechanisms of motor learning, because of the cost and preparation time, most students are unable to participate in such experiments. Therefore, in the current study, to help students better understand motor learning theories, we developed a simple finger-reaching experimental system using commonly used laptop PC components with an open-source programming language (Processing Motor Learning Toolkit: PMLT). We found that compared to a commercially available robotic arm-reaching device, our PMLT accomplished similar learning goals (difference in the error reduction between the devices, P = 0.10). In addition, consistent with previous reports from visuomotor learning studies, the participants showed after-effects indicating an adaptation of the motor learning system. The results suggest that PMLT can serve as a new experimental system for an undergraduate laboratory exercise of motor learning theories with minimal time and cost for instructors.

  6. Homeopathy and acupuncture teaching at Faculdade de Medicina da Universidade de São Paulo: the undergraduates' attitudes.

    Science.gov (United States)

    Teixeira, Marcus Zulian; Lin, Chin An; Martins, Milton de Arruda

    2005-03-02

    Homeopathy and acupuncture, although recognized as medical specializations in Brazil, are not taught in most medical schools. The objective was to evaluate undergraduate attitudes towards them following their inclusion as optional disciplines at Faculdade de Medicina da Universidade de São Paulo (FMUSP) in 2002. Questionnaire, at FMUSP. 484 students answered a self-administered questionnaire on these therapies, regarding their interest in learning, the teaching methods, their knowledge/experience (or that of someone close to them) and how it was acquired, the main indicators and general effectiveness of these therapies, and the possibilities for offering and integrating them within public healthcare units. Over 85% of the students considered that homeopathy and acupuncture should be included in curricula, as options (72%) or compulsorily (19%); 56% showed great interest in learning about them. Although 76% had little or no knowledge, 67% believed that these therapies had some effectiveness, and that chronic diseases (37%) or even chronic and acute diseases (29%) would be the main indicators for their use. Around 35% were receptive towards offering public primary care using both therapies, while 34% thought these treatments should also be available in hospitals and 60% believed they could be integrated with conventional medical practices. The medical students were interested in learning the principles of homeopathy and acupuncture, were able to observe and report on the effectiveness of these treatments and defended the use of these medical specializations within public healthcare.

  7. The experimental teaching reform in biochemistry and molecular biology for undergraduate students in Peking University Health Science Center.

    Science.gov (United States)

    Yang, Xiaohan; Sun, Luyang; Zhao, Ying; Yi, Xia; Zhu, Bin; Wang, Pu; Lin, Hong; Ni, Juhua

    2015-01-01

    Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and participated in some original research work. There is a critical educational need to prepare these students for the increasing accessibility of research experience. The redesigned experimental curriculum of biochemistry and molecular biology was developed to fulfill such a requirement, which keeps two original biochemistry experiments (Gel filtration and Enzyme kinetics) and adds a new two-experiment component called "Analysis of anti-tumor drug induced apoptosis." The additional component, also known as the "project-oriented experiment" or the "comprehensive experiment," consists of Western blotting and a DNA laddering assay to assess the effects of etoposide (VP16) on the apoptosis signaling pathways. This reformed laboratory teaching system aims to enhance the participating students overall understanding of important biological research techniques and the instrumentation involved, and to foster a better understanding of the research process all within a classroom setting. Student feedback indicated that the updated curriculum helped them improve their operational and self-learning capability, and helped to increase their understanding of theoretical knowledge and actual research processes, which laid the groundwork for their future research work. © 2015 The International Union of Biochemistry and Molecular Biology.

  8. Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

    DEFF Research Database (Denmark)

    Rasmussen, Jens; Bayer, Martin

    2012-01-01

    This article presents the results of a comparative study of the content in teacher education programmes for primary and lower secondary teachers (years 1-9(10)) in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in......, mathematics, and science. The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the topperforming countries; differences can be found in certain areas, in other areas there are greater differences between the four individual countries. Three...

  9. Anesthesiology teaching during undergraduation through an academic league: what is the impact in students' learning?

    Science.gov (United States)

    Ramalho, Alan Saito; Silva, Felipe Duarte; Kronemberger, Tatiana Barboza; Pose, Regina Albanese; Torres, Marcelo Luis Abramides; Carmona, Maria José Carvalho; Auler, José Otávio Costa

    2012-01-01

    Academic leagues have been consolidated as instruments of medical teaching and for the introducing of medical students to practice of specialties, including anesthesiology. As the role of leagues in the development process of competencies and learning of their students is not well known, the learning of members of an anesthesiology academic league was evaluated after participating in its activities for one year. Students of an anesthesiology academic league were followed up from March to December 2010 and evaluated through objective cognitive tests of multiple choice applied before the beginning of activities and after their conclusion. Attendance in activities and epidemiologic profile of students were correlated with the tests results. Twenty medical students from 3rd to 6th year were analyzed, with an average age of 22.8 (21-26) years. The average participation in the proposed activities was 10.4/13 (80%). The average of right answers on the first test was 8.1/17 (47.6%), and 3rd year students had lower grades (pperformance (pevaluation tests, suggesting that the league is a useful teaching instrument that can provide improved learning of anesthesiology. Participation in activities was connected with improved performance. Activities developed in leagues may have a positive role in students' academic education, more specifically in this article, in anesthesiology. Copyright © 2012 Elsevier Editora Ltda. All rights reserved.

  10. Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103.

    Science.gov (United States)

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

    2016-01-01

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

  11. Implementing Mixed Method of Peer Teaching and Problem Solving on Undergraduate Students

    Directory of Open Access Journals (Sweden)

    A. Firli

    2017-02-01

    Full Text Available This study examined the application of problem solving method combined with student centered learning (peer teaching method as a mixed method to improve student’s passing level of financial management course. The object of this study was the 84 students of financial management course separated within two classes during the odd semester period 2014/2015, July until December 2015 with fourteen meeting courses. Data used to measure the results of the application is mid and final exam scores of both classes. Researcher used observation, interview and documentation as data collect technique also triangulation technique as data validity check. This study used problem solving method combined with student centered learning (peer teaching method as a mixed method which included into the Classroom Action Research. The final results show the increase in class A passing level is 17%. Class B passing level increased 3%. From the research we also know that in practical use of mixed method learning, leader’s quality and conducive learning environment are influencing factors in improving student’s learning performance. While the result confirms that mixed method improving learning performance, this study also founds additional factors that might be considerably affecting the results of learning performance when implementing the mixed method.

  12. Competency-Based University Undergraduate Teaching Management: Proposal for a Conceptual Model

    Directory of Open Access Journals (Sweden)

    Rodolfo Schmal

    2005-12-01

    Full Text Available The human resources societies and their organizations can count on are more and more relevant. In that sense, a major challenge faced by universities is to give students the appropriate background to be professionals with the profile the current scenario requires. This article focuses the management of university careers. Historically, many careers have emphasized knowledge, especially abstract knowledge. Today, the trend is to address aspects that reach beyond cognition, and focus the attention in effective competencies that include procedures and attitudes. Such approach allows the opportunity of defining a holistic management of careers, reaching beyond the sheer teaching of disciplines. Concurrently, the availability of information methods and tools will contribute for the definition and implementation of a design process that can work with explicit criteria and transformations. The article proposes a conceptual model to represent the objects, and their attributes and associations that are considered of interest for the management of university teaching under a competency focus. A second stage should implement such model through the construction of an information system that supports the management of corresponding careers.

  13. Medical educators' perspectives of teaching physical examinations using ultrasonography at the undergraduate level

    Directory of Open Access Journals (Sweden)

    Irene Ma

    2013-03-01

    Full Text Available Background: Ultrasonography is increasingly used for teaching physical examination in medical schools. This study seeks the opinions of educators as to which physical examinations would be most enhanced by the addition of ultrasonography. We also asked when ultrasound-aided physical examination teaching could have deleterious effects if used outside its intended scope. Methods: All of the educators from the University of Calgary Master Teacher Program were invited to complete a 22-item paper-based survey. Survey items were generated independently by two investigators, with input from an expert panel (N = 5. Results: Of the 36 educators, 27 (75% completed the survey. Examinations identified to be potentially most useful included: measuring the size of the abdominal aorta, identifying the presence/absence of ascites, identifying the presence/absence of pleural effusions, and measuring the size of the bladder. Examinations thought to be potentially most harmful included: identifying the presence/absence of intrauterine pregnancy, measuring the size of the abdominal aorta, and identifying the presence/absence of pericardial effusion. Conclusions: Examinations that are potentially the most useful may also be potentially the most harmful. When initiating an ultrasound curriculum for physical examinations, educators should weigh the risks and benefits of examinations chosen.

  14. Envisaging the use of evidence-based practice (EBP): how nurse academics facilitate EBP use in theory and practice across Australian undergraduate programmes.

    Science.gov (United States)

    Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

    2017-09-01

    This paper is drawn from a grounded theory study that aimed to investigate processes undertaken by academics when integrating evidence-based practice into undergraduate curricula. This paper focuses on how nurse academics facilitated students to apply evidence-based practice in theory and practice. Facilitating undergraduate nursing students to develop skills within an evidence-based practice framework is vital to achieving evidence-based care. Studies on evidence-based practice conducted globally suggests that there is a need to investigate approaches used by nurse academics in facilitating students' understanding and use of evidence-based practice during their nurse education. Employing constructivist grounded theory approach, 23 nurse academics across Australian universities were interviewed and nine observed during their teaching. Some study participants shared their unit guides to enrich analysis. Data analysis was performed by following Charmaz's approach of coding procedures; as a result, four categories were constructed. This paper focuses on the category conceptualised as Envisaging the use of evidence-based practice. Findings revealed that most academics-assisted students to use evidence in academic-related activities. Recognising the importance of evidence-based practice in practice, some also expected students to apply evidence-based practice during clinical experiences. However, the level of students' appreciation for evidence-based practice during clinical experiences was unknown to participants and was influenced by practice-related barriers. Acknowledging these challenges, academics were engaged in dialogue with students and suggested the need for academia-practice collaboration in combating the cited barriers. Ensuring academics are supported to emphasise clinical application of evidence-based practice requires strategies at school and practice levels. Faculty development, engagement of clinical nurses with evidence-based practice, supportive

  15. Reflections on Teaching App Inventor for Non-Beginner Programmers: Issues, Challenges and Opportunities

    Science.gov (United States)

    Soares, Andrey

    2014-01-01

    App Inventor has been used successfully to teach introduction to programming course for CS/IS/IT and Non-CS majors. Now, researchers are looking on how to include the tool in the curriculum of more advanced computing courses. This paper presents some Issues, Challenges and Opportunities observed while teaching courses on Mobile Application…

  16. An informal teaching of light and lasers through the CSIR-NLC PULSE programme

    CSIR Research Space (South Africa)

    Shikwambana, L

    2012-07-01

    Full Text Available The PULSE programme of the CSIR relates to the public understanding of laser science and engineering and the awareness of laser science and engineering to schools and tertiary institutions....

  17. Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis.

    Science.gov (United States)

    Oliveira, Larissa Bertacchini de; Díaz, Leidy Johanna Rueda; Carbogim, Fábio da Costa; Rodrigues, Adriano Rogério Baldacin; Püschel, Vilanice Alves de Araújo

    2016-04-01

    To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT) in undergraduate nursing students. Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute . Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. Twelve randomized clinical trials were included in the study. In the meta-analysis of the four studies included that evaluated the strategy of problem-based learning (PBL), compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434) for the development of CT in undergraduate nursing students, and the studies were homogeneous (chi-square = 6.10, p = 0.106). The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning. Avaliar a efetividade das estratégias de ensino utilizadas para o desenvolvimento do pensamento crítico (PC) em estudantes de graduação em Enfermagem. Revisão sistemática com metanálise baseada nas recomendações do Joanna Briggs Institute. A busca foi realizada nas bases de dados PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO e ERIC e de banco de teses dos quatro continentes. A seleção e avaliação inicial dos estudos e a avaliação da qualidade metodológica foi realizada por dois revisores de forma independente. Incluídos 12 ensaios clínico randomizados. Na metanálise, dos quatro estudos incluídos que avaliaram a estratégia do Problem Based

  18. Teaching structure: student use of software tools for understanding macromolecular structure in an undergraduate biochemistry course.

    Science.gov (United States)

    Jaswal, Sheila S; O'Hara, Patricia B; Williamson, Patrick L; Springer, Amy L

    2013-01-01

    Because understanding the structure of biological macromolecules is critical to understanding their function, students of biochemistry should become familiar not only with viewing, but also with generating and manipulating structural representations. We report a strategy from a one-semester undergraduate biochemistry course to integrate use of structural representation tools into both laboratory and homework activities. First, early in the course we introduce the use of readily available open-source software for visualizing protein structure, coincident with modules on amino acid and peptide bond properties. Second, we use these same software tools in lectures and incorporate images and other structure representations in homework tasks. Third, we require a capstone project in which teams of students examine a protein-nucleic acid complex and then use the software tools to illustrate for their classmates the salient features of the structure, relating how the structure helps explain biological function. To ensure engagement with a range of software and database features, we generated a detailed template file that can be used to explore any structure, and that guides students through specific applications of many of the software tools. In presentations, students demonstrate that they are successfully interpreting structural information, and using representations to illustrate particular points relevant to function. Thus, over the semester students integrate information about structural features of biological macromolecules into the larger discussion of the chemical basis of function. Together these assignments provide an accessible introduction to structural representation tools, allowing students to add these methods to their biochemical toolboxes early in their scientific development. © 2013 by The International Union of Biochemistry and Molecular Biology.

  19. Pilot undergraduate course teaches students about chronic illness in children: an educational intervention study.

    Science.gov (United States)

    Montenegro, Roberto E; Birnie, Krista D; Fisher, Paul Graham; Dahl, Gary V; Binkley, John; Schiffman, Joshua D

    2014-01-01

    Recent data question whether medical education adequately prepares physicians to care for the growing number of children with chronic medical conditions. We describe a 10-week course designed to provide undergraduate students with the knowledge and skills required to understand and care for children with chronic or catastrophic illnesses. The course presented the illness experience from the child's perspective and thus presented information in a manner that was efficient, conducive, and memorable. The curriculum was designed like a graduate-level seminar that included workshops, lectures, readings, writing, and lively discussions. This is an educational intervention study that used survey data to assess changes in attitudes among and between participants completing this course versus students not exposed to this course. We used Somers' D test and Fisher's z-transformation to perform both pre- and post-nonparametric comparisons. Course participants were more likely to change their attitudes and agree that chronically ill children "feel comfortable talking with their peers about their condition" (P=0.003) and less likely to agree that these children "want to be treated differently," "want more sympathy," or "care less about romantic relationships" (P = 0.003, 0.002 and 0.02, respectively). Controls were more likely to continue to agree that chronically ill children "want to be treated differently" (P = 0.009) and "care less about romantic relationships" (P = 0.02), and less likely to agree that these children "talk openly" or "feel comfortable talking with their peers about their condition" (P = 0.04). This classroom-based course serves as a feasible and cost-effective model for universities and medical schools to aid in improving student attitudes toward treating chronically ill children. The course provides the unique opportunity to learn directly from those who care for and those who have lived with chronic illness.

  20. Do they practice what we teach? Follow-up evaluation of a Schema Therapy training programme

    OpenAIRE

    Kingston, Deborah; Moghaddam, Nima; Beckley, Kerry

    2014-01-01

    This study evaluated a three-day Schema Therapy training programme for trainee clinical psychologists. The training used an experiential model of learning, which was intended to encourage the transfer of knowledge and techniques from the learning environment into clinical practice. Using a mixed-methods approach, the training programme was evaluated in terms of: (1) self-reported changes in knowledge, confidence and willingness to use Schema Therapy-informed techniques; (2) whether the tra...

  1. Being a Scientist While Teaching Science: Implementing Undergraduate Research Opportunities for Elementary Educators

    Science.gov (United States)

    Hock, Emily; Sharp, Zoe

    2016-03-01

    Aspiring teachers and current teachers can gain insight about the scientific community through hands-on experience. As America's standards for elementary school and middle school become more advanced, future and current teachers must gain hands-on experience in the scientific community. For a teacher to be fully capable of teaching all subjects, they must be comfortable in the content areas, equipped to answer questions, and able to pass on their knowledge. Hands-on research experiences, like the Summer Astronomy Research Experience at California Polytechnic University, pair liberal studies students with a cooperative group of science students and instructors with the goal of doing research that benefits the scientific community and deepens the team members' perception of the scientific community. Teachers are then able to apply the basic research process in their classrooms, inspire students to do real life science, and understand the processes scientists' undergo in their workplace.

  2. Teaching Development of Foundation Environmental Science Course Using Undergraduate Handbook of Buriram Rajabhat University

    Directory of Open Access Journals (Sweden)

    Kuntida Thammamrat

    2017-06-01

    Full Text Available The present study is an attempt to apply the handbook as a tool for teaching foundation of environmental science. The aims of this investigation were 1 to develop a course handbook that fills the standard criteria of 80/80 2 to compare mean derived from pretest and posttest scores 3 to compare student’s attitude toward environmental science from the pretest and posttest scores and 4 to compare student’s environmental scientific skills prior to and after using a study handbook. The key informants were 56 students drawn from 1st- year students of Environmental Science Department of Buriram Rajabhat University in 2558 (B.E academic year. Four instruments of data collection were constructed including 1 the course handbook 2 test of student’s basic knowledge on environmental science, 3 the test of student’s attitude toward environmental science, and 4 the test of student’s environmental scientific skills. The statistics analysis in this study comprised frequency percentage, mean, standard deviation and dependent t – test, which were of used for examining the hypothesis. The findings of this investigation revealed that 1 the efficiency of the handbook entitled “Foundation of environmental science” met the criteria of 80/80 in all aspects with value 83.93/91.81 2 the scores derived from student’s posttest is higher than pretest with .05 statistical significant difference 3 teaching through the handbook enhanced the level of student attitude toward environmental science with .05 statistical significant difference and 4 the environmental scientific skills of the students learning through the handbook are significantly higher than before, at .05 level.

  3. Teaching empathy to undergraduate medical students using a temporary tattoo simulating psoriasis.

    Science.gov (United States)

    Latham, Lesley; MacDonald, Aimee; Kimball, Alexa B; Langley, Richard G

    2012-07-01

    Psoriasis has a profound negative effect on quality of life that is often underappreciated by health care professionals and the public. We sought to assess the perception of the burden of psoriasis relative to other medical conditions in first-year medical students, and to determine if wearing a temporary tattoo simulating psoriasis during a teaching exercise would change their perceptions. Participants completed a questionnaire assessing their perception of the impact of psoriasis and other common medical conditions (visual analog scale). Participants then wore a temporary tattoo of a psoriatic lesion for 24 hours and completed the same questionnaire after this exercise. Of 91 students approached, 61 completed the study. At baseline, psoriasis (mean = 23.6) and eczema (mean = 23.3) were perceived as having the lowest physical burden of diseases queried (P mental impact of psoriasis was scored comparably with arthritis, heart disease, and diabetes (mean = 45.1-56.7), but lower than cancer (mean = 82.2) and depression (mean = 93.8). After the exercise, the perception of the impact of eczema (physical: mean = 37.3, P mental: mean = 66.6, P = .0005) and psoriasis (physical: mean = 37.8, P = .0014; mental: mean = 68.6, P = .0293) was significantly increased. The exercise did not simulate the chronic nature of psoriasis or the scaling and pruritic characteristics of psoriatic lesions. The survey instrument used to assess empathy has not been previously validated and statistical analysis was limited by small sample size and the absence of a control group. Temporary tattoos are a novel and effective method of teaching medical students about the psychological burden of psoriasis. Copyright © 2011 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

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

    Science.gov (United States)

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

    2015-06-01

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

  5. Teaching seven principles for public health ethics: towards a curriculum for a short course on ethics in public health programmes.

    Science.gov (United States)

    Schröder-Bäck, Peter; Duncan, Peter; Sherlaw, William; Brall, Caroline; Czabanowska, Katarzyna

    2014-10-07

    Teaching ethics in public health programmes is not routine everywhere - at least not in most schools of public health in the European region. Yet empirical evidence shows that schools of public health are more and more interested in the integration of ethics in their curricula, since public health professionals often have to face difficult ethical decisions. The authors have developed and practiced an approach to how ethics can be taught even in crowded curricula, requiring five to eight hours of teaching and learning contact time. In this way, if programme curricula do not allow more time for ethics, students of public health can at least be sensitised to ethics and ethical argumentation. This approach - focusing on the application of seven mid-level principles to cases (non-maleficence, beneficence, health maximisation, efficiency, respect for autonomy, justice, proportionality) - is presented in this paper. Easy to use 'tools' applying ethics to public health are presented. The crowded nature of the public health curriculum, and the nature of students participating in it, required us to devise and develop a short course, and to use techniques that were likely to provide a relatively efficient introduction to the processes, content and methods involved in the field of ethics.

  6. Teaching Resources and Instructor Professional Development for Integrating Laser Scanning, Structure from Motion, and GPS Surveying into Undergraduate Field Courses

    Science.gov (United States)

    Pratt-Sitaula, B.; Charlevoix, D. J.; Douglas, B. J.; Crosby, B. T.; Crosby, C. J.; Lauer, I. H.; Shervais, K.

    2017-12-01

    Field experiences have long been considered an integral part of geoscience learning. However, as data acquisition technologies evolve, undergraduate field courses need to keep pace so students gain exposure to new technologies relevant to the modern workforce. Maintaining expertise on new technologies is also challenging to established field education programs. Professional development and vetted curriculum present an opportunity to advance student exposure to new geoscience data acquisition technology. The GEodesy Tools for Societal Issues (GETSI) Field Collection, funded by NSF's Improving Undergraduate STEM Education program, addresses these needs in geodesy field education. Geodesy is the science of accurately measuring Earth's size, shape, orientation, mass distribution and the variations of these with time. Modern field geodesy methods include terrestrial laser scanning (TLS), kinematic and static GPS/GNSS surveying (global positioning system/global navigation satellite system), and structure from motion (SfM) photogrammetry. The GETSI Field Collection is a collaborative project between UNAVCO, Indiana University, and Idaho State University. The project is provides curriculum modules and instructor training (in the form of short courses) to facilitate the inclusion of SfM, TLS, and GPS surveying into geoscience courses with field components. The first module - Analyzing High Resolution Topography with TLS and SfM - is available via SERC; (serc.carleton.edu/getsi/teaching_materials/high-rez-topo) the second module - "High Precision Positioning with Static and Kinematic GPS/GNSS" - will be published in 2018. The module development and assessment follows the standards of the InTeGrate Project (an NSF STEP Center)previously tested on geodesy content in the GETSI classroom collection (serc.carleton.edu/getsi). This model emphasizes use of best practices in STEM education, including situating learning in the context of societal importance. Analysis of student work

  7. Teaching Sustainable Water Resources and Low Impact Development: A Project Centered Course for First-Year Undergraduates

    Science.gov (United States)

    Cianfrani, C. M.

    2009-12-01

    Teaching Sustainable Water Resources and Low Impact Development: A Project Centered Course for First-Year Undergraduates Christina M. Cianfrani Assistant Professor, School of Natural Science, Hampshire College, 893 West Avenue, Amherst, MA 01002 Sustainable water resources and low impact development principles are taught to first-year undergraduate students using an applied design project sited on campus. All students at Hampshire College are required to take at least one natural science course during their first year as part of their liberal arts education. This requirement is often met with resistance from non-science students. However, ‘sustainability’ has shown to be a popular topic on campus and ‘Sustainable Water Resources’ typically attracts ~25 students (a large class size for Hampshire College). Five second- or third-year students are accepted in the class as advanced students and serve as project leaders. The first-year students often enter the class with only basic high school science background. The class begins with an introduction to global water resources issues to provide a broad perspective. The students then analyze water budgets, both on a watershed basis and a personal daily-use basis. The students form groups of 4 to complete their semester project. Lectures on low impact design principles are combined with group work sessions for the second half of the semester. Students tour the physical site located across the street from campus and begin their project with a site analysis including soils, landcover and topography. They then develop a building plan and identify preventative and mitigative measures for dealing with stormwater. Each group completes TR-55 stormwater calculations for their design (pre- and post-development) to show the state regulations for quantity will be met with their design. Finally, they present their projects to the class and prepare a formal written report. The students have produced a wide variety of creative

  8. Evaluation in the teaching / learning process of foreign languages: the case of higher education business programmes

    Directory of Open Access Journals (Sweden)

    Armăsar Ioana Paula

    2018-01-01

    Full Text Available An essential element of the teaching practice, student assessment has individualizing features in the lan guage teaching / learning progress. This article aims at optimizing the evaluation process, by analyzing both its positive and undesirable effects. Integrating the theoretical background of the documents developed by the Council of Europe into language teaching practice can have a formative, evaluative and self-evaluative benefit. The switch of the assessment actors (teachers evaluated by the students aims at adapting the didactic strategies to real situations while preserving the principles and the values system.

  9. 3D movies for teaching seafloor bathymetry, plate tectonics, and ocean circulation in large undergraduate classes

    Science.gov (United States)

    Peterson, C. D.; Lisiecki, L. E.; Gebbie, G.; Hamann, B.; Kellogg, L. H.; Kreylos, O.; Kronenberger, M.; Spero, H. J.; Streletz, G. J.; Weber, C.

    2015-12-01

    Geologic problems and datasets are often 3D or 4D in nature, yet projected onto a 2D surface such as a piece of paper or a projection screen. Reducing the dimensionality of data forces the reader to "fill in" that collapsed dimension in their minds, creating a cognitive challenge for the reader, especially new learners. Scientists and students can visualize and manipulate 3D datasets using the virtual reality software developed for the immersive, real-time interactive 3D environment at the KeckCAVES at UC Davis. The 3DVisualizer software (Billen et al., 2008) can also operate on a desktop machine to produce interactive 3D maps of earthquake epicenter locations and 3D bathymetric maps of the seafloor. With 3D projections of seafloor bathymetry and ocean circulation proxy datasets in a virtual reality environment, we can create visualizations of carbon isotope (δ13C) records for academic research and to aid in demonstrating thermohaline circulation in the classroom. Additionally, 3D visualization of seafloor bathymetry allows students to see features of seafloor most people cannot observe first-hand. To enhance lessons on mid-ocean ridges and ocean basin genesis, we have created movies of seafloor bathymetry for a large-enrollment undergraduate-level class, Introduction to Oceanography. In the past four quarters, students have enjoyed watching 3D movies, and in the fall quarter (2015), we will assess how well 3D movies enhance learning. The class will be split into two groups, one who learns about the Mid-Atlantic Ridge from diagrams and lecture, and the other who learns with a supplemental 3D visualization. Both groups will be asked "what does the seafloor look like?" before and after the Mid-Atlantic Ridge lesson. Then the whole class will watch the 3D movie and respond to an additional question, "did the 3D visualization enhance your understanding of the Mid-Atlantic Ridge?" with the opportunity to further elaborate on the effectiveness of the visualization.

  10. Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme.

    Science.gov (United States)

    Williams, Beth T; Gray, Kylie M; Tonge, Bruce J

    2012-12-01

    Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group of young children with autism with a range of intellectual ability. Participants were 55 children with autistic disorder, aged 4-7 years (FSIQ 42-107). Children were randomly assigned to an intervention (n = 28) or control group (n = 27). Participants in the intervention group watched a DVD designed to teach emotion recognition skills to children with autism (the Transporters), whereas the control group watched a DVD of Thomas the Tank Engine. Participants were assessed on their ability to complete basic emotion recognition tasks, mindreading and theory of mind (TOM) tasks before and after the 4-week intervention period, and at 3-month follow-up. Analyses controlled for the effect of chronological age, verbal intelligence, gender and DVD viewing time on outcomes. Children in the intervention group showed improved performance in the recognition of anger compared with the control group, with few improvements maintained at 3-month follow-up. There was no generalisation of skills to TOM or social skills. The Transporters programme showed limited efficacy in teaching basic emotion recognition skills to young children with autism with a lower range of cognitive ability. Improvements were limited to the recognition of expressions of anger, with poor maintenance of these skills at follow-up. These findings provide limited support for the efficacy of the Transporters programme for young children with autism of a lower cognitive range. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

  11. Teaching Undergraduate Students to Visualize and Communicate Public Health Data with Infographics

    Directory of Open Access Journals (Sweden)

    Justin D. Shanks

    2017-11-01

    Full Text Available The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. The objectives of the assignment were to (1 understand the purposes of and potential uses for infographics, (2 cultivate creative visual communication skills, and (3 disseminate a complex health topic to diverse audiences. The infographic assignment was developed at Montana State University and piloted at Portland State University. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Thirty four students completed the assignment and 31 students participated in one of three focus groups. Four themes emerged from focus groups: (1 Communicating Science-Related Topics to Non-experts, (2 Developing Professional Skills, (3 Understanding Health Issues, and (4 Overall Experience. This article outlines the assignment, discusses focus group results, and presents assignment modifications. It is clear that the infographic assignment facilitated learning about accessing and translating data. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields.

  12. Teaching Undergraduate Students to Visualize and Communicate Public Health Data with Infographics.

    Science.gov (United States)

    Shanks, Justin D; Izumi, Betty; Sun, Christina; Martin, Allea; Byker Shanks, Carmen

    2017-01-01

    The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. The objectives of the assignment were to (1) understand the purposes of and potential uses for infographics, (2) cultivate creative visual communication skills, and (3) disseminate a complex health topic to diverse audiences. The infographic assignment was developed at Montana State University and piloted at Portland State University. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Thirty four students completed the assignment and 31 students participated in one of three focus groups. Four themes emerged from focus groups: (1) Communicating Science-Related Topics to Non-experts, (2) Developing Professional Skills, (3) Understanding Health Issues, and (4) Overall Experience. This article outlines the assignment, discusses focus group results, and presents assignment modifications. It is clear that the infographic assignment facilitated learning about accessing and translating data. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields.

  13. Integrating Prevention of Mother to Child HIV Transmission competencies into the nursing curriculum: Methodological lessons from a university-based undergraduate programme.

    Science.gov (United States)

    Mbombo, Nomafrench; Bimerew, Million

    2012-11-14

    South Africa (SA) has the highest number of women infected with HIV and AIDS during pregnancy, which results in more than 70 000 infected babies being born each year AIDS is the major contributor to maternal and child morbidities and mortalities in the country. To combat this, the SA government has developed a national policy to prevent mother-to-child HIV transmission (PMTCT). However, for effective implementation of this policy, there is a dire need for a competent, skilled health worker to render the service. In response to this, the School of Nursing at the University of the Western Cape has integrated PMTCT competencies into the undergraduate Bachelor of Nursing Science curriculum. In this paper, we described teaching and learning approaches used to integrate PMTCT competencies, including the skills laboratory methodology and case-based learning, as well as a portfolio of evidence assessment tool. A quantitative descriptive design was used to analyse data collected from students in regard to assessment of PMTCT competencies achieved. The study used the conceptual framework of Lenburg's competency outcomes and performance assessment model, which focuses on competency development and assessment in a clinical environment. HIV competencies, including PMTCT, should be integrated both theoretically and at service delivery into other nursing and midwifery competencies, including assessment strategies. Provincial policies in provision of antiretrovirals by nurses and midwives become barriers to successful implementation of PMTCT, resulting in limited learning opportunities for students to practice PMTCT competencies. Further research is required to assess an attribute, affect, which is another prong for competencies.

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

    Science.gov (United States)

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

    2015-07-01

    Early undergraduate exposure to research helps in producing physicians who are better equipped to meet their professional needs especially the analytical skills. To assess the effectiveness and acceptability of small group method in teaching research methodology. Sixth semester medical undergraduates (III MBBS-part1) of a self-financed rural medical college. The workshop was of two full days duration consisting of daily two sessions by faculty for 30 minutes, followed by group activity of about four hours and presentation by students at the end of the day. A simple 8 steps approach was used. These steps are Identify a Problem, Refine the Problem, Determine a Solution, Frame the Question, Develop a Protocol, Take Action, Write the Report and Share your Experience. A Pre-test and post-test assessment was carried out using a questionnaire followed by anonymous feedback at the end of the workshop. The responses were evaluated by blinded evaluator. There were 95 (94.8%) valid responses out of the 99 students, who attended the workshop. The mean Pre-test and post-test scores were 4.21 and 10.37 respectively and the differences were found to be significant using Wilcoxon Sign Rank test (presearch methodology workshop can play a significant role in teaching research to undergraduate students in an interesting manner. However, the long term effect of such workshops needs to be evaluated.

  15. Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

    Science.gov (United States)

    Iverson, Ellen A. Roscoe

    The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

  16. The Need for Pedagogical Qualifications for Teaching Cardiology to Undergraduate Students

    Directory of Open Access Journals (Sweden)

    Waldomiro Carlos Manfroi

    2002-03-01

    Full Text Available OBJECTIVE: To report a training program in cardiology emphasizing changes in its pedagogical practice. These changes were put into practice by some teachers at the Medical School of Porto Alegre of the University of Rio Grande do Sul (FAMED/UFRGS aiming to make faculty and student activities more dynamic and to promote more efficacious learning. The training program is directed at 5th semester medical students and aims at a behavioral change in teachers and students to promote more interaction, to favor exchanges, and to make the teaching-learning process easier, always maintaining the patient in the center of the medical activity. METHODS: The program emphasizes the definition of general and specific objectives for each activity to be developed by the students, with training in the area of admission to the cardiology service, with special emphasis on behavioral change in the cognitive, motor, affective, and attitudinal areas. Knowledge was developed by means of interactive seminars with initial and final assessment tests to identify students' and teachers' performance. The students were evaluated in an immediate, continuous, and progressive way in their daily activities and through comparison of the results of 2 tests, one applied at the beginning of the training and the other at its end. These 2 tests contained the same questions. RESULTS: We systematically assessed 560 students over 4 years. The mean grades of the tests performed prior to and after the 244 seminars were 7.38±1.66 and 9.17± 0.82, respectively (p<0.0001. For the tests applied at the beginning and at the end of the training, the mean grades were 5.61±1.61 and 9.37±0.90, respectively (p<0.0001. CONCLUSION: The program proved to be efficient both for the students' learning and for assessing their performance in a systematic and objective way.

  17. Structural adoption of web lectures in higher educational programmes: impact on quality of teaching and learning

    NARCIS (Netherlands)

    M.W. (Martijn) Hartog; A.W. (Bert) Mulder

    2014-01-01

    In this paper we reflect on research projects examining the broad and structural adaption of web lectures and e-learning within Universities and Universities of Applied Sciences. In particular the ‘University 2.0’ research programme (2012-2013) of The Hague University of Applied Sciences in which we

  18. Researching, Teaching and Professional Development: How to Build Quality and Reflection into Our MPA-Programmes?

    Science.gov (United States)

    Notten, Ton

    2013-01-01

    Continuing adult education requires continuous education of the educators themselves--a highly self-referential issue. This article focuses on educating a group of "urban educators" in the western part of the Netherlands who have been involved in broad urban educational programmes: school, parental education and participation, living…

  19. On the Strategies of Graduation Thesis Writing Teaching of Translation Major Undergraduates Based on Eco-Translatology

    Science.gov (United States)

    Lin, Wang

    2017-01-01

    Graduation thesis is an indispensible procedure for each undergraduate, which is crucial for successful graduation, employment, further study and even further development. However, due to most undergraduates' ignorance of academic writing and the deficiency of current thesis writing course, thesis writing ability can hardly be enhanced and…

  20. Integrating a Discovery-Based Laboratory to Teach Supply Chain Management Fundamentals in an Undergraduate Management Course

    Science.gov (United States)

    Zeng, Amy; Johnson, Sharon

    2009-01-01

    Using experiential simulation games is a commonly used pedagogical method to enrich classroom discussions and to facilitate students' learning in supply chain management education at both undergraduate and graduate levels. However, existing games are inappropriate for undergraduate students that are first-time learners of the subject. In this…

  1. The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand

    Directory of Open Access Journals (Sweden)

    Jane Johnson

    2015-05-01

    Full Text Available The need for undergraduate teaching of Animal Welfare and Ethics (AWE in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called ‘Human Continuum’ discussion platform; and a negotiated curriculum.

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

    Science.gov (United States)

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

    2016-01-01

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

  3. (Un)Becoming Tourist-Teachers: Unveiling White Racial Identity in Cross-Cultural Teaching Programmes

    Science.gov (United States)

    Enriquez-Gibson, Judith; Gibson, Ian

    2015-01-01

    The importance of cross-cultural experiences in teacher education has become more pressing than ever. The composition of schools across Australia is increasingly more diverse, therefore it is pertinent to examine and develop pre-service teachers' worldview and culturally sensitive dispositions critical for teaching in predominantly multicultural…

  4. DIDACTIC POTENTIAL OF THE INTEGRATED APPROACH TO TEACHING FUTURE PROGRAMMERS PROFESSIONAL COMMUNICATIVE COMPETENCE IN A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Liliya I. Morska

    2018-04-01

    Full Text Available In the XXI century, the age of information technologies, traditional boarders between disciplines and subjects are being erased. This process gives the floor for new sciences to appear which integrate the qualities of several traditional for XX century disciplines. Students need to use the advantages of discipline merging, which raises the problem of integrated teaching and learning, especially when it comes to professionally oriented foreign language learning in computer and Internet mediated classrooms. The article deals with theoretical basis of integrated approach implementation in the formation of foreign language communicative competence to future programmers. The structure of integration in the classroom settings has been substantiated in the paper as well as the types and levels of possible integration patterns. The theoretical findings have been empirically verified in the study process of three educational institutions to prove the efficacy of the suggested pedagogical procedures.

  5. Promovendo a argumentação no ensino superior de química Promoting argumentation in undergraduate chemistry teaching

    Directory of Open Access Journals (Sweden)

    Luciana Passos Sá

    2007-01-01

    Full Text Available Studies have demonstrated the importance of argumentation in science education. Based on this assertion, we have tried to develop argumentative abilities in chemistry undergraduate students through a teaching methodology based on case studies. The process culminated with class presentations by student groups about possible solutions for the cases. To assess the quality of students' argumentation, videotapes of group presentations were collected and analyzed using Toulmin's Argument Pattern (TAP. TAP illustrates the nature of an argument in terms of claims, data, warrants, backings, and rebuttals. The findings of this work support the idea that the case study approach is an effective strategy for enhancing students' ability to argument.

  6. Undergraduate Convexity

    DEFF Research Database (Denmark)

    Lauritzen, Niels

    -Motzkin elimination, the theory is developed by introducing polyhedra, the double description method and the simplex algorithm, closed convex subsets, convex functions of one and several variables ending with a chapter on convex optimization with the Karush-Kuhn-Tucker conditions, duality and an interior point......Based on undergraduate teaching to students in computer science, economics and mathematics at Aarhus University, this is an elementary introduction to convex sets and convex functions with emphasis on concrete computations and examples. Starting from linear inequalities and Fourier...

  7. Strategies for Enhancing the Teaching of ICT in Business Education Programmes as Perceived by Business Education Lecturers in Universities in South South Nigeria

    Science.gov (United States)

    James, Okoro

    2013-01-01

    This study assessed the strategies for enhancing the teaching of ICT in Business Education programme as perceived by Business Education lecturers in universities in south south Nigeria. Three research questions and six hypotheses guided the study. The design of this study was a descriptive survey. The population which also served as a sample…

  8. Integration of microbiology and infectious disease teaching courses in an interdisciplinary training programme (Master level) centred on the 'One world, one health' WHO concept.

    Science.gov (United States)

    Eveillard, Matthieu; Ruvoen, Nathalie; Lepelletier, Didier; Fradet, Stéphanie; Couvreur, Sébastien; Krempf, Michel; Magras, Catherine

    2016-05-01

    This report describes the integration of the microbiology and infectious diseases teaching courses in an international Master's level interdisciplinary programme based on the 'One world, one health' WHO concept, and reports the students and teachers' evaluation related to their feelings of about this innovative programme. The integration was evaluated by recording the positioning of these two topics in the five teaching units constituting the programme, and by identifying their contribution in the interactions between the different teaching units. The satisfaction of students was assessed by a quantitative survey, whereas the feelings of students and teachers were assessed by interviews. The study demonstrated that microbiology and infectious diseases were widely involved in interactions between the teaching units, constituting a kind of cement for the programme. The students assigned a mean score of 3.7 to the topics dealing with microbiology and infectious diseases. According to the qualitative data, students and teachers considered that the interdisciplinary approach provided new insights but reported problems of communication, probably inherent to the multiculturalism of the class. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  9. Computer programming in the UK undergraduate mathematics curriculum

    Science.gov (United States)

    Sangwin, Christopher J.; O'Toole, Claire

    2017-11-01

    This paper reports a study which investigated the extent to which undergraduate mathematics students in the United Kingdom are currently taught to programme a computer as a core part of their mathematics degree programme. We undertook an online survey, with significant follow-up correspondence, to gather data on current curricula and received replies from 46 (63%) of the departments who teach a BSc mathematics degree. We found that 78% of BSc degree courses in mathematics included computer programming in a compulsory module but 11% of mathematics degree programmes do not teach programming to all their undergraduate mathematics students. In 2016, programming is most commonly taught to undergraduate mathematics students through imperative languages, notably MATLAB, using numerical analysis as the underlying (or parallel) mathematical subject matter. Statistics is a very popular choice in optional courses, using the package R. Computer algebra systems appear to be significantly less popular for compulsory first-year courses than a decade ago, and there was no mention of logic programming, functional programming or automatic theorem proving software. The modal form of assessment of computing modules is entirely by coursework (i.e. no examination).

  10. Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

    OpenAIRE

    Asha Khare

    2011-01-01

    India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What childre...

  11. Effects of implementing time-variable postgraduate training programmes on the organization of teaching hospital departments.

    Science.gov (United States)

    van Rossum, Tiuri R; Scheele, Fedde; Sluiter, Henk E; Paternotte, Emma; Heyligers, Ide C

    2018-01-31

    As competency-based education has gained currency in postgraduate medical education, it is acknowledged that trainees, having individual learning curves, acquire the desired competencies at different paces. To accommodate their different learning needs, time-variable curricula have been introduced making training no longer time-bound. This paradigm has many consequences and will, predictably, impact the organization of teaching hospitals. The purpose of this study was to determine the effects of time-variable postgraduate education on the organization of teaching hospital departments. We undertook exploratory case studies into the effects of time-variable training on teaching departments' organization. We held semi-structured interviews with clinical teachers and managers from various hospital departments. The analysis yielded six effects: (1) time-variable training requires flexible and individual planning, (2) learners must be active and engaged, (3) accelerated learning sometimes comes at the expense of clinical expertise, (4) fast-track training for gifted learners jeopardizes the continuity of care, (5) time-variable training demands more of supervisors, and hence, they need protected time for supervision, and (6) hospital boards should support time-variable training. Implementing time-variable education affects various levels within healthcare organizations, including stakeholders not directly involved in medical education. These effects must be considered when implementing time-variable curricula.

  12. Implementierung und Erprobung eines Lernziel-basierten Evaluationssystems im Studium der Humanmedizin [Piloting an outcome-based programme evaluation tool in undergraduate medical education

    Directory of Open Access Journals (Sweden)

    Raupach, Tobias

    2012-05-01

    Full Text Available [english] Aims: Different approaches to performance-oriented allocation of resources according to teaching quality are currently being discussed within German medical schools. The implementation of these programmes is impeded by a lack of valid criteria to measure teaching quality. An assessment of teaching quality should include structural and procedural aspects but focus on learning outcome itself. The aim of this study was to implement a novel, outcome-based evaluation tool within the clinical phase of a medical curriculum and address differences between the novel tool and traditional evaluation methods. Methods: Student self-assessments before and after completion of a teaching module were used to compute performance gains for specific learning objectives. Mean performance gains in each module were compared to student expectations before the module and data derived from a traditional evaluation tool using overall course ratings at the end of the module.Results: A ranking of the 21 modules according to computed performance gains yielded entirely different results than module rankings based on overall course ratings. There was no significant correlation between performance gain and overall ratings. However, the latter were significantly correlated to student expectations before entering the module as well as structural and procedural parameters (Pearson’s r 0.7-0.9.Conclusion: Performance gain computed from comparative self-assessments adds an important new dimension to course evaluation in medical education. In contrast to overall course ratings, the novel tool is less heavily confounded by construct-irrelevant factors. Thus, it appears to be more appropriate than overall course ratings in determining teaching quality and developing algorithms to guide performance-oriented resource allocation in medical education. [german] Zielsetzung: Aktuell werden an den deutschen medizinischen Fakultäten unterschiedliche Konzepte zur

  13. Learning to look from different perspectives - what can dental undergraduates learn from an arts and humanities-based teaching approach?

    Science.gov (United States)

    Zahra, F Smyth; Dunton, K

    2017-02-10

    By its nature, clinical teaching involves supporting small groups of dental students at the chairside as they treat their own patients. Scaffolding their learning in this way enables observation at close quarters of the various stages of development from early novice, just commencing clinical treatment of patients, to those approaching qualification. The students' main concerns throughout are not primarily with the technical skills required, which they have already been taught in the clinical skills laboratories, but dealing with the complex realities and ambiguities of clinical practice; the 'hidden curriculum' of decision making, judgement calls, issues of communication and what it actually means to be professional. Yet, in an already packed curriculum little time is spent helping the students develop these higher order skills. In an effort to improve clinical reasoning and interpretative skills, many medical schools in the US and a number of leading medical schools here in the UK now incorporate arts and humanities-based initiatives into their curricula. This allows for a greater balance between the objectivity of evidence-based medicine and the pluralism and subjectivity of the arts and humanities, providing a more holistic, patient-centred education that promotes a tolerance of ambiguity. In this paper, we describe a pilot programme which sought to explore the value of this approach in the context of dental education, and share early indicators that balancing interventions of this type with clinical sciences can enhance dental students' capabilities in their professional and personal development. We conclude that in today's complex world we must educate not just for competence, but for capability and that the interdisciplinarity afforded by the 'clinical humanities' is both a promising area for further educational research and potentially a valuable addition to the curriculum.

  14. Teaching Culture and Improving Language Skills through a Cinematic Lens: A Course on Spanish Film in the Undergraduate Spanish Curriculum.

    Science.gov (United States)

    Stephens, Julie L.

    2001-01-01

    Explores the role of a course on Spanish cinema in an undergraduate, university-level curriculum in terms of its potential to acquaint students with significant cultural issues and to develop language skills. (Author/VWL)

  15. Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.

    Science.gov (United States)

    Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R

    2007-10-01

    The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme.

  16. Undergraduate Programme: Admissions for 2013

    Indian Academy of Sciences (India)

    IAS Admin

    2013-02-01

    Feb 1, 2013 ... The Indian Institute of Science, a leading institution of higher learning with a strong tradition of research, offers a four-year Bachelor of Science (B.S.) ... (a) Application Forms (available only online): The online application may be prepared and submitted by accessing the IISc website www.iisc.ernet.in/ug ...

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

    Science.gov (United States)

    Greenwald, Ralf R; Quitadamo, Ian J

    2014-01-01

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

  18. Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching

    Directory of Open Access Journals (Sweden)

    Eileen M. Herteis

    2010-12-01

    Full Text Available Mount Allison University, with about 2,400 students, is a small, undergraduate Liberal Arts and Science university with a long history of faculty-student collaboration in both research and cocurricular activities. In 2005, Mount Allison introduced the Undergraduate Teaching Internship Program in which professors and senior students collaborate in instruction. The program has quickly become for its faculty participants an important springboard for teaching innovation and scholarship. Almost immediately after its introduction, it became clear that the Undergraduate Teaching Internship Program addressed two distinct but overlapping needs—the first was predictable, the second less so: (a it presented opportunities for senior students to develop skills, knowledge and values that transcend those normally associated with undergraduate education; and (b it provided a mechanism whereby faculty could engage in scholarly reflection on teaching and Scholarship of Teaching and Learning projects. In the 5 years since its inception, internship has become not simply a peripheral program but a strong thread woven into the fabric of the university culture. While outlining some constraints of the program, this descriptive paper explains the many ways in which internship has resulted in productive, mutually beneficial collaborations between interns and their supervising professors, encouraging an even more pervasive dialogue about teaching.L’Université Mount Allisson est un petit établissement qui offre des cours dans les domaines des arts et des sciences à environ 2400 étudiants de premier cycle. Son personnel enseignant et ses étudiants collaborent depuis longtemps aux activités de recherche et aux activités parallèles au programme. En 2005, l’Université a mis sur pied le programme de stages en enseignement au premier cycle où les professeurs et les étudiants qui en sont à leur dernière année d’étude collaborent à l

  19. Teaching English as a Foreign Language to Dyslexic Young Learners: an Intervention Programme

    Directory of Open Access Journals (Sweden)

    Panagiota Goudi

    2010-02-01

    Full Text Available The scope of this chapter is to study the stimulation of phonological awareness of the English language, in Greek dyslexic young learners, who present a specific reading disability in both their mother tongue as well as in the foreign language. According to scientific research, phonological awareness, i.e. the knowledge of the phonological structure of a language by its user, is intrinsically related to the reading process. At the same time, it has been confirmed that dyslexic learners experience difficulty in segmenting and blending speech sounds, due to insufficiently developed phonological awareness. For this reason, a well-founded intervention programme is designed and put into action, aiming at studying the reading development of dyslexic young learners. The findings have revealed that phonological awareness can be stimulated, resulting in the development of reading accuracy.

  20. Differentiated Teaching – a programme for students and recent nursing graduates

    DEFF Research Database (Denmark)

    Lorentzen, Vibeke

    2016-01-01

    , associate professor, RN, DipN, MscN, PhD. Nursing degree programmes are currently facing demands for elements such as promoting the links between theory and clinical practice; reducing student drop-out rates; and stimulating and meeting the needs of students and recent nursing graduates in relation......Presenters: Anita Lyngsø, associate professor, RN, DipN, MscN ; Helen Højgaard, assistant professor, RN, MscN ; Eva Nielsen, assistant professor, RN, MPed; Anne Garcia, assistant professor, RN, MscN ; Linda Lindholm, student; Kirsten Bjerg, Head of School of Nursing, RN, MPed.; Vibeke Lorentzen...... be regarded as a way of providing students and recent nursing graduates with professional and personal opportunities for development.In this symposium we will present the background to the model, its inception in 2008, and its structure and content. We will also present the experiences gained since the model...