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https://www.readbyqxmd.com/read/29933263/implementation-of-a-flipped-classroom-for-nuclear-medicine-physician-cme
#1
Aparna Komarraju, Twyla B Bartel, Lisa A Dickinson, Frederick D Grant, Tracy L Yarbrough
INTRODUCTION: Increasingly, emerging technologies are expanding instructional possibilities, with new methods being adopted to improve knowledge acquisition and retention. Within medical education, many new techniques have been employed in the undergraduate setting, with less utilization thus far in the continuing medical education (CME) sphere. This paper discusses the use of a new method for CME-the "flipped classroom," widely used in undergraduate medical education. This method engages learners by providing content before the live ("in class") session that aids in preparation and fosters in-class engagement...
June 21, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29920878/a-qualitative-analysis-of-students-perceptions-of-videos-to-support-learning-in-a-psychomotor-skills-course
#2
M G Botelho, X Gao, N Jagannathan
INTRODUCTION: This qualitative study analysed students' experiences and perceptions about different types of videos in a psychomotor skills course, relating to clinical knowledge and skills and how they benefited learners in and out of the classroom. METHODS: Subjects were recruited from 4th and 5th year dental undergraduate programme. The recruitment was terminated after 24 students participated since data saturation was reached. A semi-structured interview was conducted with each participating student, digitally recorded and transcribed verbatim...
June 19, 2018: European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe
https://www.readbyqxmd.com/read/29904543/building-a-partnership-with-a-campus-communication-center
#3
Beth Beason-Abmayr, Jennifer Shade Wilson
Although abundant evidence in STEM education literature emphasizes the incorporation of both primary literature analysis and communication of science into the undergraduate classroom, biology educators are rarely given the necessary support to teach students how to present scientific data from primary literature. Consequently, students often receive limited training in this valuable skill. We report on a collaboration between a biosciences instructor and communication center director who together designed a workshop to teach undergraduate students in a laboratory course to present material from primary literature sources...
2018: Journal of Microbiology & Biology Education: JMBE
https://www.readbyqxmd.com/read/29888389/first-graders-allocation-of-attentional-resources-in-an-emotional-stroop-task-the-role-of-heart-period-variability-and-classroom-climate
#4
Sara Scrimin, Ughetta Moscardino, Lucia Mason
BACKGROUND: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance. AIMS: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social interaction stimuli. Moreover, we examined whether such attentional processes were influenced by students' self-regulation, as indexed by heart period variability, observed classroom climate, or their interaction...
June 11, 2018: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29799312/promoting-collaborative-classrooms-the-impacts-of-interdependent-cooperative-learning-on-undergraduate-interactions-and-achievement
#5
Joshua Premo, Andy Cavagnetto, William B Davis, Peggy Brickman
Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms ( n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms ( n = 232) completed the same material in an unstructured format representative of common educational practice...
June 2018: CBE Life Sciences Education
https://www.readbyqxmd.com/read/29791740/the-irie-classroom-toolbox-developing-a-violence-prevention-preschool-teacher-training-program-using-evidence-theory-and-practice
#6
Helen Baker-Henningham
In this paper, I describe the development of the Irie Classroom Toolbox, a school-based violence prevention, teacher training program for use with children aged 3-6 years. In-depth interviews were conducted with Jamaican preschool teachers, who had participated in a trial of a classroom behavior management program, at posttest (n = 35) and 5 years later (n = 20). An on-going process evaluation was also conducted. Teachers' preferred behavior management strategies and training methods were documented, and enablers and barriers to implementation were identified...
May 2018: Annals of the New York Academy of Sciences
https://www.readbyqxmd.com/read/29791734/implementing-aeiotu-quality-improvement-alongside-an-efficacy-study-learning-while-growing
#7
Milagros Nores, Alexandra Figueras-Daniel, Maria Adelaida Lopez, Raquel Bernal
Effectiveness trials of increasing childhood development interventions across low- and middle-income countries have shown significant variability. The strength and consistency of benefits for children are dependent on program quality, and this requires paying attention to program implementation. In this paper, we summarize findings on program quality and teacher practices and perceptions for the aeioTU program, a center-based Reggio-inspired program in Colombia, now serving more than 13,000 children. The research found engaged, committed staff who valued the emergent approach and understood the children as requiring opportunities to express themselves, being the source for the curriculum, and having relationships with the materials around them...
May 2018: Annals of the New York Academy of Sciences
https://www.readbyqxmd.com/read/29786468/a-course-embedded-comparison-of-instructor-generated-videos-of-either-an-instructor-alone-or-an-instructor-and-a-student
#8
Katelyn M Cooper, Lu Ding, Michelle D Stephens, Michelene T H Chi, Sara E Brownell
Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a large-enrollment college physiology course, we used a randomized crossover design to compare the impact of two types of instructor-generated videos that students watched as part of their preclass assignments...
June 2018: CBE Life Sciences Education
https://www.readbyqxmd.com/read/29781391/hypercorrection-of-high-confidence-errors-in-the-classroom
#9
Shana K Carpenter, Cynthia L Haynes, Daniel Corral, Kam Leung Yeung
People often have erroneous knowledge about the world that is firmly entrenched in memory and endorsed with high confidence. Although strong errors in memory would seem difficult to "un-learn," evidence suggests that errors are more likely to be corrected through feedback when they are originally endorsed with high confidence compared to low confidence. This hypercorrection effect has been predominantly studied in laboratory settings with general knowledge (i.e., trivia) questions, however, and has not been systematically explored in authentic classroom contexts...
May 19, 2018: Memory
https://www.readbyqxmd.com/read/29749849/a-faculty-professional-development-model-that-improves-student-learning-encourages-active-learning-instructional-practices-and-works-for-faculty-at-multiple-institutions
#10
Karen N Pelletreau, Jennifer K Knight, Paula P Lemons, Jill S McCourt, John E Merrill, Ross H Nehm, Luanna B Prevost, Mark Urban-Lurain, Michelle K Smith
Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom...
June 2018: CBE Life Sciences Education
https://www.readbyqxmd.com/read/29708820/brain-to-brain-synchrony-and-learning-outcomes-vary-by-student-teacher-dynamics-evidence-from-a-real-world-classroom-electroencephalography-study
#11
Dana Bevilacqua, Ido Davidesco, Lu Wan, Matthias Oostrik, Kim Chaloner, Jess Rowland, Mingzhou Ding, David Poeppel, Suzanne Dikker
How does the human brain support real-world learning? We used wireless electroencephalography to collect neurophysiological data from a group of 12 senior high school students and their teacher during regular biology lessons. Six scheduled classes over the course of the semester were organized such that class materials were presented using different teaching styles (videos and lectures), and students completed a multiple-choice quiz after each class to measure their retention of that lesson's content. Both students' brain-to-brain synchrony and their content retention were higher for videos than lectures across the six classes...
April 30, 2018: Journal of Cognitive Neuroscience
https://www.readbyqxmd.com/read/29672697/publishing-activities-improves-undergraduate-biology-education
#12
Michelle K Smith
To improve undergraduate biology education, there is an urgent need for biology instructors to publish their innovative active-learning instructional materials in peer-reviewed journals. To do this, instructors can measure student knowledge about a variety of biology concepts, iteratively design activities, explore student learning outcomes and publish the results. Creating a set of well-vetted activities, searchable through a journal interface, saves other instructors time and encourages the use of active-learning instructional practices...
June 1, 2018: FEMS Microbiology Letters
https://www.readbyqxmd.com/read/29656533/a-weed-resistance-management-game-a-teaching-tool
#13
George B Frisvold
BACKGROUND: This article provides instructions and materials to moderate an interactive resistance management game. The game is designed to generate discussion about the challenges and possibilities of coordinating resistance management activities among groups of farmers. The game has been successfully applied in classroom settings, extension workshops, and at professional weed science meetings. Research has found farmers often perceive the success of their own resistance management may be thwarted if their neighbors are not adequately managing resistance as well...
April 15, 2018: Pest Management Science
https://www.readbyqxmd.com/read/29652857/indoor-radon-exposure-in-italian-schools
#14
Antonio Azara, Marco Dettori, Paolo Castiglia, Andrea Piana, Paolo Durando, Valentina Parodi, Giovanni Salis, Laura Saderi, Giovanni Sotgiu
BACKGROUND: The aim of the study was to assess radon concentration in schoolrooms in a city located in the midwest of Italy. METHODS: A two-phase environmental study was carried out in 19 school buildings of 16 primary, secondary, and tertiary schools. RESULTS: Median (interquartile range-IQR) indoor radon concentration in schoolrooms was 91.6 (45.0-140.3) Bq/m³. The highest (median 952.8 Bq/m³) radon concentration was found in one (3.6%) classroom, located in a building of a primary school whose median concentration was 185 Bq/m³...
April 13, 2018: International Journal of Environmental Research and Public Health
https://www.readbyqxmd.com/read/29609216/navigating-the-health-care-system-an-adolescent-health-literacy-unit-for-high-schools
#15
Denise Hughes, Kristin Maiden
BACKGROUND: Currently, no intervention concerning transition of health care responsibilities from parents to teens exists for adolescents in the general population. The purpose of this intervention was to evaluate teacher satisfaction and student knowledge gain of a health unit developed for adolescents on becoming their own health care advocates. METHODS: Throughout the 2014-2015 school year, 13 health and career technical education teachers in 11 Delaware high schools taught the unit to 948 students in 2 90-minute classes in 35 classrooms...
May 2018: Journal of School Health
https://www.readbyqxmd.com/read/29608118/a-global-health-training-model-for-teaching-pediatric-clinical-decision-making-skills-to-rwandan-physical-therapists-a-case-report
#16
Kathryn Clark, Cara N Whalen Smith, Lori Kohls, Ines Musabyemariya, Egide Kayonga Ntagungira, Monika Mann, Steve R Fisher
BACKGROUND AND PURPOSE: There is increasing interest among physical therapists from high-income countries to participate in education development projects in low-income countries. However, there are few examples in the literature of effective developmental models or projects. This case report describes a model for improving pediatric clinical decision making skills among Rwandan physical therapists using best practices in clinical decision making, evidence-based practice where possible, and use of the International Classification of Functioning and Disability (ICF) model...
April 2, 2018: Physiotherapy Theory and Practice
https://www.readbyqxmd.com/read/29595303/the-effects-of-prequestions-on-classroom-learning
#17
Shana K Carpenter, Shuhebur Rahman, Kyle Perkins
Studies have shown that prequestions-asking students questions before they learn something-benefit memory retention. Prequestions would seem to be a useful technique for enhancing students' learning in their courses, but classroom investigations of prequestions have been sparse. In the current study, students from an introductory psychology course were randomly assigned to receive prequestions over each upcoming lesson (prequestion group) or to not receive prequestions (control group). At the end of class, students in the prequestion group remembered the material better than students in the control group, but this benefit was specific to the information that was asked about in the prequestions...
March 2018: Journal of Experimental Psychology. Applied
https://www.readbyqxmd.com/read/29538297/the-six-legged-subject-a-survey-of-secondary-science-teachers-incorporation-of-insects-into-u-s-life-science-instruction
#18
Erin Ingram, Douglas Golick
To improve students' understanding and appreciation of insects, entomology education efforts have supported insect incorporation in formal education settings. While several studies have explored student ideas about insects and the incorporation of insects in elementary and middle school classrooms, the topic of how and why insects are incorporated in secondary science classrooms remains relatively unexplored. Using survey research methods, this study addresses the gap in the literature by (1) describing in-service secondary science teachers' incorporation of insects in science classrooms; (2) identifying factors that support or deter insect incorporation and (3) identifying teachers' preferred resources to support future entomology education efforts...
March 14, 2018: Insects
https://www.readbyqxmd.com/read/29531849/initial-assessments-of-e-learning-modules-in-cytotechnology-education
#19
Maheswari S Mukherjee, Amber D Donnelly
Background: Nine E-learning modules (ELMs) were developed in our program using Articulate software. This study assessed our cytotechnology (CT) students' perceptions on the content of the ELMs, and the perceived influence of the ELMs on students' performance during clinical rotations. Subjects and Methods: All CT students watched nine ELMs before the related classroom lecture and group discussion. Following that, students completed nine preclinical rotation surveys...
2018: Journal of Pathology Informatics
https://www.readbyqxmd.com/read/29528121/teaching-learning-tips-6-the-flipped-classroom
#20
Connie R Shi, Jasmine Rana, Susan Burgin
Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers?...
April 2018: International Journal of Dermatology
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