Application Of Course Content Research Articles

Bridging didactic and clinical in nursing education: An innovative health assessment activity

BackgroundAssessment skills are foundational for nursing education to support quality patient care and outcomes across the lifespan. The aim of this activity was to increase knowledge and confidence in performing age-related focused assessments across the lifespan, recognizing cues to differentiate between potential conditions, and documenting findings appropriately. The Situated Cognitive Theory guided the development of the activity. InnovationFaculty developed a comprehensive review activity of focused assessments across the lifespan using scenarios with low and high-fidelity manikins in a classroom setting. Students completed a pre- and post-survey on their perceptions of knowledge and confidence and suggestions for improvements. ImplicationsThe number of positive responses increased for all questions and demonstrated a statistically significant change in perceived knowledge and confidence from pre- to post-time points. Students reported enjoyment of the hands-on approach and application of course content in a realistic setting. ConclusionOverall, students’ perceived knowledge of lifespan assessments increased and voiced an enhanced connection between readings and patient care. The usage of technology-enhanced scenarios shows the potential to augment student learning in prelicensure nursing curricula.

A Pilot Remote Curriculum to Enhance Resident and Medical Student Understanding of Machine Learning in Healthcare

Despite the expanding role of machine learning (ML) in health care and patient expectations for clinicians to understand ML-based tools, few for-credit curricula exist specifically for neurosurgical trainees to learn basic principles and implications of ML for medical research and clinical practice. We implemented a novel, remotely delivered curriculum designed to develop literacy in ML for neurosurgical trainees. A 4-week pilot medical elective was designed specifically for trainees to build literacy in basic ML concepts. Qualitative feedback from interested and enrolled students was collected to assess students' and trainees' reactions, learning, and future application of course content. Despite 15 interested learners, only 3 medical students and 1 neurosurgical resident completed the course. Enrollment included students and trainees from 3 different institutions. All learners who completed the course found the lectures relevant to their future practice as clinicians and researchers and reported improved confidence in applying and understanding published literature applying ML techniques in health care. Barriers to ample enrollment and retention (e.g., balancing clinical responsibilities) were identified. This pilot elective demonstrated the interest, value, and feasibility of a remote elective to establish ML literacy; however, feedback to increase accessibility and flexibility of the course encouraged our team to implement changes. Future elective iterations will have a semiannual, 2-week format, splitting lectures more clearly between theory (the method and its value) and application (coding instructions) and will make lectures open-source prerequisites to allow tailoring of student learning to their planned application of these methods in their practice and research.

Dance Wellness Pedagogy: How Fitness-Focused Education Can Inform Dancer Wellness in the Postsecondary Classroom

ABSTRACT This research study aimed to develop, execute, and evaluate the effectiveness of a dance wellness educational curriculum implemented in a university-level dance classroom. The focus of this study involved student application of exercise science and wellness knowledge within a teaching capacity. Using a mixed methods design, this study utilized a pretest/posttest performance assessment and document analysis for qualitative data. Results showed that the (a) posttest knowledge scores were statistically significantly higher, and (b) qualitative data collected from participants indicated deep levels of meaning-making and application of course content to students’ personal approaches to training and teaching. Two themes emerged from qualitative data: student growth in knowledge and understanding as well as personal/professional implementation and application. Findings suggest that incorporating a dance wellness curriculum in a university-level dance program builds knowledge in exercise science, wellness, and instructional literacy while encouraging students to apply gained knowledge in both personal and professional capacities.

Meta-Lecture: The educational experience of reversed roles

Abstract According to Bloom’s taxonomy classification create, meant as the production of new and original work, represents the highest and most advanced level of cognitive domain in the learning process. Through creative expression students are encouraged to demonstrate their knowledge by combining elements together and by building something coherent, tangible or conceptual. Meta-Lectureis intended as a non-traditional method to assess mastery of course concepts incorporating short lectures prepared by students, individually, in pair or in a small group, on selected topic, with emphasis on application of course content. This pedagogical approach in teaching is suitable for undergraduate introductory courses as well as for more advanced courses. It represents a student engagement method in both face-to-face and hybrid environment, that aims to improve student commitment and class participation. Through this alternative method, by simulating a professional environment such as public speaking, poster and seminar scientific presentation, students benefit from the experience of reversed role and from instructor’s and audience feedback on the individual evaluation. This report provides introduction to the Meta-Lectureassignment, guidance on the feedback analysis and discussion on the learning process.

A Qualitative Study of the Process Undergraduate Health Professions Students Utilize while Conducting a Scoping Review

Purpose: The purpose of this research study was to inform pedagogy on the effectiveness of journaling as a tool to gauge synthesis and application of course content to a scoping review. The research question asked is “Is reflective journaling effective in helping undergraduate health profession students understand and apply course research concepts and ideas directly to an academic project?” The researchers used a reflective journaling activity to enhance student learning and to explore student application of course lectures to a scoping literature review. Method: Students were required to complete the journaling activities as a class assignment. Four journal entries were aimed at understanding student application of steps of scoping review and how students applied course content to a specific project; a final journal entry was reflective on lessons learned through the process. Results: Student journal entries provided detail on synthesis and application of course lectures to a student specific scoping literature review. Students identified challenges experienced such as trouble in finding literature; selecting and using the most appropriate keywords; lack of evidence-based, discipline specific research; finding recent research (i.e., within the last 10 years); and narrowing the topic to a manageable size. Successes include demonstrating student understanding of areas such as writing the research question and collaboration. As the project progressed, concerns shifted to writing barriers, team issues, the “choppiness” of writing with multiple authors, and organizing the flow of the paper. In the final journal entry, students reported that the project helped them learn how to apply research to practice, increased their skill and comfort in presenting research and education to others, and improved their skills in doing more effective literature searches and using keywords. Course lectures were adapted based on student journal entries to increase student comprehension and application, which were effective in improving student work as the project progressed. Conclusions: The student journal entries were effective in demonstrating their learning and application of course content to a specific project. Students benefitted from the opportunity to reflect on their process, problems, and strategies. For the instructor, journal entries provided an opportunity to see where students were at in the process, identified barriers, and allowed adaptations to instruction to provide feedback or further guidance. Other findings from this study reinforced previous studies on journaling outside of health professions, such as the value of having direct access to the librarian for guidance, the opportunity journaling provides for in-the-moment lessons and learning from students’ reflections, and that journaling activities provide for accountability with timely completion of assignments.

Simulating Instrument Design in an Upper Level Instrumental Analysis Course: Bringing the Laboratory into the Lecture Hall

Lecture-only chemistry courses without a dedicated laboratory component present a significant challenge for instructors to reinforce course content with hands-on learning experiences. This is especially true for lecture courses in which students are unable to directly visualize and operate instrumentation. Herein, we present an in-class activity simulating a hands-on instrumentation experience to serve as a cumulative review of Instrumental Analysis course material, and the activity would also be suitable for Analytical Chemistry or Quantitative Analysis courses. The activity utilizes select clips from an online video tied to a previously published study on the quantification and visualization of Hg0 vapor emitted from religious objects. Students are guided through a series of questions designed to apply their skills and knowledge gained during the semester to a real-world application of atomic absorption spectroscopy. Students report that this activity increases their understanding of sampling, instrument design, atomic spectroscopy, limitations in atomic spectroscopy applications, and block diagrams. The activity incorporates primary literature in the undergraduate course and provides a real-world application of course content from techniques covered in Instrumental Analysis.

Analysis of university student responses to the pandemic in a formal microbiology assessment.

ABSTRACTDuring the coronavirus pandemic, second-year students on the B.Sc. molecular biology and genetics degree at Istanbul Technical University sat an open-ended online exam for a microbiology course in which one of the compulsory questions asked how the course had helped them during the first phase of the pandemic (April–July 2020). Fifty of 69 students gave consent for their (anonymous) responses to be analysed in order to discern any key ways in which their knowledge had been applied. The aim of the study was to investigate whether taking an advanced microbiology course increases understanding of the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) pandemic and has a positive impact on student behaviours with respect to public health practices. Findings were divided into four major themes: course content (information), application of course content to behavioural change (practice), professionalism and their ‘audience’ whilst at home in lockdown (family and friends). Social distancing, wearing face masks, and hand and surface hygiene were described as important behaviours, with this practice informed by their basic microbiology knowledge. This paper describes a scenario where rote assessment can be used to assess wider scientific literacy with respect to application in society, providing students with an opportunity to incorporate and apply their learning into real-life situations, whilst tutors can assess constructivist learning, conceptual understanding and impact on student behaviour.

Making a Difference to the Student Experience Through Purposeful Course Design

The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to their learning. Additionally, the design process used addressed the areas of need identified in an authentic way.

An Exploration of Student Collaboration Networks in a Team-Based Capstone Course

Learning is inherently a social act occurring through individualized interpretation and negotiations with diverse others. The ability to work with others within the learning environment and beyond is an essential skill. Student-centered teaching methods that emphasize active learning in a team setting have garnered much support across higher education. Recently, AGEDS 450 at Iowa State University was redesigned to further emphasize teamwork. Team-Based Learning (TBL) was incorporated within the capstone framework to promote higher levels of student collaboration, particularly for farm management decisions. TBL promotes higher order thinking and the application of course content in a real-world situation. For AGEDS 450, an actual farm serves as the applied learning laboratory where students make all decisions concerning its management and operation. This descriptive study sought to explore the collaboration networks of students enrolled in the fall 2015 (n = 61) and spring 2016 (n = 60) AGEDS 450. Social network analysis was utilized to construct and analyze student collaboration networks. Data were collected at the beginning and end of a 16-week semester in order to track development and/or growth of the collaboration network. The collaboration networks developed into cohesive structures encompassing all students within the course. With the increased interest in fostering teamwork in preparing students for careers, these results provide justification for the continued utilization of TBL. Further analysis of the TBL method is warranted with particular attention to longterm outcomes and skill attainment. It is recommended that TBL be implemented in other courses within colleges of agriculture to further examine its utility.

Making Content Relevant (Or Not): Exploring the Outcomes of a Project-Based Curriculum in Post-Secondary Art Appreciation

Because college students often struggle to understand the relevance of isolated and abstract art content to their programs of study and daily lives, this study explores the potential to generate meaningful education through a project-based curriculum in a college Art Appreciation course. Informed by research from educational psychology and neuroscience, this curriculum design was intended to help students (all non-art majors) connect course content to their social, emotional and physical realities and offer the potential to improve them. In class, students explored forms of visual communication, various media, and the relationship between art and culture before applying their findings to the design of a public artwork for their nearly art-free campus. Based on a constructivist epistemology and a phenomenological methodology, this study utilized participant observation, student projects and illustrated reflections as data sources. The results suggest positive outcomes, such as demonstrable understanding and application of course content as well as shortcomings, specifically the potential to fortify and actualize these connections.

Place-Based Case Studies: A New Approach to an Effective Teaching Practice.

Case-based approaches have been used extensively in STEM classrooms to enhance the real-world applicability of course content. Prior research in the bioeducation field indicates, specifically, that such methods lead to increases in students’ conceptual understanding and affect in the discipline relative to more traditional methods. Despite these outcomes, the majority of case study exercises are formatted in a generalist manner. In other words, the content and context of the case study itself are not framed around the communities in which the students live. In an effort to address this concern, we developed and implemented a series of place-based case study (PBCS) exercises within the introductory cell and molecular biology courses at our institutions. A comparative, quasi-experimental approach was used to evaluate the impact of PBCSs versus non-PBCSs on cognitive and non-cognitive student outcomes. Results indicated that both PBCSs and non-PBCSs led to increases in students’ content knowledge; however, no statistically significant difference existed in post-exercise performance between the PBCS and non-PBCS cohorts at the University of Texas, for instance, after controlling for confounding factors. Importantly, data also revealed that students within the PBCS cohort agreed more strongly that the case studies provided them with a better understanding of how scientific advancements and research impacted the community in which they lived than did their peers in the non-PBCS cohort. Collectively, these outcomes suggest that PBCSs offer a scalable, classroom-based approach to engage students in relevant, practical experiences that are of direct interest to them and, ideally, the broader scientific community.

Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning Approach:

Innovative learning strategies are constantly developed to increase student engagement and application of course content to improve learning outcomes. Gameful Learning pedagogy is one such strategy...

Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning Approach

Innovative learning strategies are constantly developed to increase student engagement and application of course content to improve learning outcomes. Gameful Learning pedagogy is one such strategy that builds students’ intrinsic motivation, confidence, and engagement to course material by allowing them to choose from a menu of optional assignments to earn points toward a grade. Little is known about student perceptions and outcomes from applying this pedagogy to dietetics and nutritional sciences graduate-level curricula. This article describes the implementation of Gameful Learning to an Accreditation Council for Education in Nutrition and Dietetics–accredited nutritional sciences graduate degree course and evaluates student perceptions and outcomes. Two student cohorts from 2016 (pre–Gameful Learning) and 2017 (implementation of Gameful Learning) who were enrolled in a nutritional sciences graduate-level course were compared. Student teaching evaluations were compared across cohorts. Specific items measuring student perceptions of fairness, knowledge gained, and workload were analyzed. Mann–Whitney nonparametric tests compared groups and Spearman’s rank correlation coefficient measured associations. There was a positive correlation between total points and optional points (Pearson’s r = 0.513, p = .0001). There was an overall increased perception toward the excellence of the course (3.82 to 4.13; 5-point Likert-type scale), improved sense of fairness (3.79 to 4.17; p = .036), and increased perception of workload (2.35 to 2.20; where 1 student indicated more work and 5 indicated less work). Although challenges in workload exist, Gameful Learning strategies aid in improving student outcomes and perceptions of course material by facilitating student autonomy and engagement with course content.

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

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

Impact of horizontal and vertical integration: Learning and perception in first-year medical students

Background: Medical field and its curriculum is dynamic in nature which keeps on adding huge data each year, thus overburdening the students with content information. Most of the colleges in India teach subject in isolation with little or no attempt to integrate in basic science. This leads to confusion in students mind due to different opinion leading to improper grasping of these basic foundation subjects. Integration allows organization of teaching matter to unify subjects frequently taught in separate academic departments. Aims and Objectives: The aim of this study is to finding the perception and learning by integrated teaching approach for first-year medical students. Materials and Methods: A total of 150 students enrolled for the academic year 2016-2017 in medical program of Sumandeep Vidyapeeth were considered. Non-randomized and purposive study was done by providing survey questionnaire. Two focus group discussions (FGD) were conducted with 15 students in each group after completion of session. Pre-post test was conducted to assess learning outcome of students by feedback methodology. Data were collected, analyzed statistically using paired t-test and correlation analysis for gender variability for perception. Results: Pre-post test showed statistical significance (P < 0.001) for learning after each integrated session. Survey questionnaire and FGD results implied that students’ learning process was enhanced by this teaching approach. Although statistical significance for gender variability as per perception was only for two questions among 27. About 71-79% of students accepted that sessions allowed them for better understanding and relate clinical implication of the course. Conclusion: In-depth understanding of the application of course content was achieved other than that it encouraged student’s intellectual curiosity. They wanted to have these sessions frequently and for various other topics with other departments.

Partners in Learning

This study describes a service-learning partnership between a Mid-Atlantic university and two private, urban high schools by examining the perspectives of those engaged in the service experience. The purpose of this study was to explore the shared experiences of service-learning in schools from the perspectives of both university and high school participants. The key findings of this study reveal that clear and consistent responsibilities, roles, and goals are critical to developing partnerships; relationship building engenders growth of both university and high school participants; service-learning allows for practical application of course content; high school participants desire non-hierarchical relationships with university participants; and participants are able to identify similarities despite their differences. These findings highlight important aspects of the service-learning experience for both sets of participants, as well as suggest directions for course instructors to build partnerships that foster reciprocal relationships and create environments that address issues of power and privilege.

Characteristics associated with the application of an ecological approach to preventing childhood obesity.

Applying an ecological approach to childhood obesity prevention requires a new way of thinking and working for many community-based practitioners who are used to focusing on individual behaviour change. The present study investigated individual and organizational characteristics associated with the application of an ecological approach by practitioners 6 months post-training. Individual and organizational characteristics and outcomes of a 6-week online training course were assessed at pre-course, post-course and 6-month follow-up. The application of an ecological approach was measured by three outcomes (application of course content, implementation of an action plan and trying a different approach) and analysed using a generalized estimating equation model with a binomial distribution and logit link and linear mixed models. An online course for participants in the USA and abroad. Public health nutrition and youth development educators and their community partners, and other community practitioners, who completed the course and all three surveys (n 240). One individual characteristic (networking utility) and three organizational characteristics (ecological approach within job scope, funding, course content applied to work) were positively and significantly associated with the application of an ecological approach (P<0·05). Individual characteristics that were negatively and significantly associated with the application of an ecological approach were being a registered dietitian and having ≥16 years of work experience (P<0·05). Training of community practitioners and the scope and funding of their positions should explicitly emphasize the usefulness or utility of networking and the use of an ecological approach for preventing childhood obesity.

Global Times Call for Global Measures: Investigating Automated Essay Scoring in Linguistically-Diverse MOOCs

This paper utilizes a case-study design to discuss global aspects of massive open online course (MOOC) assessment. Drawing from the literature on open-course models and linguistic gatekeeping in education, we position freeform assessment in MOOCs as both challenging and valuable, with an emphasis on current practices and student resources. We report on the findings from a linguistically-diverse pharmacy MOOC, taught by a native English speaker, which utilized an automated essay scoring (AES) assignment to engage students in the application of course content. Native English speakers performed better on the assignment overall, across both automated- and human-graders. Additionally, our results suggest that the use of an AES system may disadvantage non-native English speakers, with agreement between instructor and AES scoring being significantly lower for non-native English speakers. Survey responses also revealed that students often utilized online translators, though analyses showed that this did not detrimentally affect essay grades. Pedagogical and future assignment suggestions are then outlined, utilizing a multicultural-lens and acknowledging the possibility of certain assessments disadvantaging non-native English speakers within an English-based MOOC system.

Freedom to Connect

Previous analyses of transformational learning (TL) focused on rational or nonrational processes such as critical reflection on an uncomfortable personal situation or emotional learning. In this phenomenological study, researchers examined existential dimensions of TL. Individual interviews were analyzed to identify the lived experiences of eight participants in a graduate seminar. Participants described their experience to be “different” from other courses and “relevant and applicable” to their lives. They found the “atmosphere” of the course to be “free” from institutional obligations and “open” to ideas. They were “collaborative” in exploring course content and “connected” with other students, “safe” to share perspectives and understandings, and “comfortable” to explore content in their own way. Study findings suggest that discomfort is not necessary for TL to occur when students build relationships and learn in a safe and open classroom climate and that such an environment supported spontaneous application of course content to student lives.

Performance and perception of the first year medical students about the team based learning in Anatomy

Back ground and Aim: Team based learning (TBL) possibly relies on student centered small group interaction more heavily than any other commonly used instructional strategy. It is being adapted in medical education to implement interactive small group learning. Present study was done to explore the perception and performance about TBL in teaching Anatomy. Materials and Methods: This study involved a group of seventy first year MBBS students of RAK Medical and Health Sciences University, Ras Al Khaimah UAE. TBL was conducted in a topic of Anatomy as per the standard protocol that includes pre class study, readiness assurance followed by application of course content by small group discussion. Perception of TBL was determined by administering the eight items questionnaire and performance was analyzed by their scores in individual and group readiness assurance test and in course assessment scores. Result: About 68.5% of students were able to learn and understand the topic effectively through TBL method. 73% students felt, interaction among the group members helped them to understand the course content better. About 62% were of the opinion that the lectures should be replaced with more and more TBL sessions in their teaching methodology. About 65% students were able to score well in the level 2 multiple choice questions in the in course assessment. Conclusion: in conclusion, TBL facilitated the group learning among the first year MBBS students and it can be substituted as one of the important mode of teaching along with other teaching methodologies.