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Peer teaching

Marisa E Hilliard, Cheryl Brosig, Andre A A Williams, Jessica Valenzuela, Astrida Kaugars, Paul M Robins, Peggy Christidis, Karen E Stamm, Tim Wysocki
Little is known about the career satisfaction of pediatric psychologists, who specialize in psychological research, teaching, and clinical service in the context of pediatric healthcare. As part of the larger Society of Pediatric Psychology Workforce Survey and in collaboration with the American Psychological Association Center for Workforce Studies, this study aimed to: (1) describe the career domains which pediatric psychologists perceive to be important and their satisfaction in each domain, and (2) compare satisfaction of pediatric psychologists across work settings, number of positions, appointment duration, professional roles, career stage, academic rank, and gender...
December 2017: Professional Psychology, Research and Practice
Ellen Johansson, Tobias E Holmin, Bengt R Johansson, Magnus Braide
Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching...
February 14, 2018: Anatomical Sciences Education
Ee Rea Hong, Sawako Kawaminami, Leslie Neely, Kristi Morin, John L Davis, Li-Yuan Gong
BACKGROUND: Despite positive effects of and established empirical evidence for tablet-based interventions for individuals with autism spectrum disorder (ASD), it is not known whether such findings can be applicable to maintenance and generalization effects of those interventions. AIMS: This systematic review evaluated peer-reviewed single-case experimental design (SCED) studies concerning evidence of generalization and maintenance effects of tablet-based interventions for individuals with ASD...
February 5, 2018: Research in Developmental Disabilities
M A Ziadie, T C Andrews
Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor's ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to develop alone. However, investigations of undergraduate thinking and learning have produced collective PCK that is available in peer-reviewed literature. Currently, it is unclear whether the collective PCK available adequately addresses the topics in evolution that college instructors teach...
2018: CBE Life Sciences Education
Joshua B Plavnick, Ana D Dueñas
Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All participants demonstrated an increase in both social interaction skills, replicating previous research on video-based group instruction for adolescents with ASD. The results suggest the procedure may be useful for teaching social skills that occur under natural conditions...
February 7, 2018: Journal of Autism and Developmental Disorders
Corina Naughton, Chloe Beard, Vasiliki Tzouvara, Anne Pegram, Rebecca Verity, Rhiannon Eley, David Hingley
BACKGROUND: People living with dementia experience progressive difficulty in expressing physical and emotional needs. Health care staff including student nurses require training to develop compensatory communication strategies. However, there is no standardised foundation level dementia communication training within pre-registration curricula. AIM: This article describes the theoretical underpinnings and development of a foundation level dementia communication skills training based on the VERA (Validation, Emotion, Reassurance, Activity) framework...
January 31, 2018: Nurse Education Today
Louise D Hickman, Michelle DiGiacomo, Jane Phillips, Angela Rao, Phillip J Newton, Debra Jackson, Caleb Ferguson
BACKGROUND: The nursing profession has a significant evidence to practice gap in an increasingly complex and dynamic health care environment. OBJECTIVE(S): To evaluate effectiveness of teaching and learning strategies related to a capstone project within a Masters of Nursing program that encourage the development of evidence based practice capabilities. DESIGN: Systematic review that conforms to the PRISMA statement. SAMPLE: Master's Nursing programs that include elements of a capstone project within a university setting...
January 31, 2018: Nurse Education Today
Mark Durkin, Russell Gurbutt, Jerome Carson
BACKGROUND: Compassion has global implications for nursing care. However, failure to provide compassionate care is reported by patients. Nursing and nurse education have been scrutinized about the impact training can have on student's compassion. Furthermore, there is a paucity of standardised measures to assess levels of nurses' compassion. OBJECTIVES: To identify (1) the qualities of a compassionate nurse, (2) how compassion is taught to nursing students, and (3) the instruments used to measure compassion in nursing...
January 31, 2018: Nurse Education Today
Chueh-Fen Lu, Shu-Mei Wu, Ying-Mei Shu, Mei-Yu Yeh
Attending lectures and reading are two common approaches to acquiring knowledge, while repetitive practice is a common approach to acquiring skills. Nurturing proper attitudes in students is one of the greatest challenges for educators. Health professionals must incorporate empathy into their practice. Creative teaching strategies may offer a feasible approach to enhancing empathy-related competence. The present article focuses on analyzing current, empathy-related curriculums in nursing education in Taiwan, exploring the concepts of empathy and game-based learning, presenting the development of an empathy board game as a teaching aid, and, finally, evaluating the developed education application...
February 2018: Hu Li za Zhi the Journal of Nursing
Vinay Jamnadas Sonagara, Swina Santhirakumaran, Harkaran Singh Kalkat
No abstract text is available yet for this article.
2018: Advances in Medical Education and Practice
Courtney A Green, Edward H Kim, Patricia S O'Sullivan, Hueylan Chern
OBJECTIVE: Our previous home-video basic surgical skills curriculum required substantial faculty time and resources, and was limited by delayed feedback and technical difficulties. Consequently, we integrated that curriculum with a mobile application platform. Our purpose is to describe this application and learner satisfaction. MATERIALS AND METHODS: The mobile platform incorporates a patented pedagogical design based on Ericsson's deliberate practice and Bandura's social learning theory...
January 31, 2018: Journal of Surgical Education
John Mc Inerney, Amanda Lees
INTRODUCTION: Ethics and values are increasingly significant aspects of patient-centred healthcare. While it is widely agreed that ethics and values are essential for healthcare delivery, there is also an acknowledgement that these are areas that are challenging to teach. The purpose of this study is to report a small-scale evaluative research project of a web-based technology with the educational potential to facilitate learning in relation to ethics, values, self-reflection and peer-based learning...
February 1, 2018: Journal of Medical Radiation Sciences
Ann Minnick, Ruth Kleinpell, Linda D Norman
BACKGROUND: The importance of supporting and promoting faculty scholarship in nursing is acknowledged, but the reality of scholarship for faculty engaged in clinical teaching can be challenging. METHOD: The article describes the development and initial results of the scholarly practice program. Mentorship, time, and limited funding are essentials for the program. RESULTS: After submitting detailed proposals, 15 faculty were chosen to be project leaders in the first 2 years of the program, resulting in 15 presentations, three posters, 19 publications, and a webinar, to date...
February 1, 2018: Journal of Nursing Education
Joshua Jauregui, Steven Bright, Jared Strote, Jamie Shandro
Introduction: Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence...
January 2018: Western Journal of Emergency Medicine
Bronwyn M Sutton, Amanda A Webster, Marleen F Westerveld
Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism...
January 1, 2018: Autism: the International Journal of Research and Practice
Karen M Brown, Jennifer L Rode
BACKGROUND: Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. METHOD: With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings...
January 1, 2018: Journal of Nursing Education
Jennifer D Artz, Garth Meckler, Niran Argintaru, Roderick Lim, Ian G Stiell
OBJECTIVE: To complement our environmental scan of academic emergency medicine departments, we conducted a similar environmental scan of the academic pediatric emergency medicine programs offered by the Canadian medical schools. METHODS: We developed an 88-question form, which was distributed to pediatric academic leaders at each medical school. The responses were validated via email to ensure that the questions were answered completely and consistently. RESULTS: Fourteen of the 17 Canadian medical schools have some type of pediatric emergency medicine academic program...
January 28, 2018: CJEM
Angela Sheard, Denis O'Leary
No abstract text is available yet for this article.
January 25, 2018: Clinical Teacher
Karl M Richardson, Jai Singh, Dan Muñoz, Julie B Damp, Lisa A Mendes
PROBLEM: Graduate medical trainees must be prepared to practice in a quality-driven system that values adherence to and documentation of evidence-based care. Few validated approaches exist to teach these skills. Our objective was to develop, implement, and evaluate an ambulatory practice improvement curriculum capitalizing on peer feedback aimed at improving cardiology fellow guideline knowledge, adherence, and chart documentation. INTERVENTION: Four outpatient topics were reviewed in dedicated 1-hour sessions: stable ischemic heart disease, heart failure, atrial fibrillation, and aortic valvular disease...
January 24, 2018: Teaching and Learning in Medicine
José Ruiz Rodríguez, Arturo Bados López, Adela Fusté Escolano, Eugeni García-Grau, Carmina Saldaña García, Gemma Balaguer Fort, Teresa Lluch, Mar Arcos Pros
BACKGROUND: Training programmes for clinical psychologists should include evidence-based teaching methods that enable trainees to learn therapeutic skills. Here we compared the perceived utility of role-playing vs. peer counselling. In peer counselling, one student recounts a personal experience to the other, who thus has the opportunity to act as the therapist in relation to a real situation. Given that sharing such personal experiences may provoke discomfort in students, we also examined this aspect...
February 2018: Psicothema
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