Collaborative Teaching Model Research Articles

Establishment and practice on collaborative education model of "medicine, teaching, research and prevention" in Optometry

In order to satisfy the social and medical demands for optometric talents, the education model combining medicine, teaching, research and was established, fully integrated with various resources like talents, facilities, equipment from the affiliated eye hospital, institute of ophthalmology and prevention and treatment center for juvenile myopia. Cultivation of high-quality applicative talents which integrated knowledge, skills and accomplishment were taken as the main line, Cultivation goal was established in accordance with requirement of talent. The curriculum system was optimized on the basis of competence. The teaching mode was reformed to 2+2 mode, double-position teachers became the requirement for the teaching staff and professional education comprehensive practice platform of one entity, two wings was constructed, with good effectiveness being achieved. Key words: Optometry; Collaborative education; Talent cultivation

The student experience of a ‘kidney CAMP’ as a primary care clinical placement for undergraduate nursing students

BackgroundHistorically clinical placements have been within acute care settings. In a more contemporary society, the future focus of health care is primary care, with an emphasis in expanding primary care clinical placements, to meet the needs of increasing workforce requirements. An innovative collaborative educational model was designed to provide a high quality learning experience and to increase numbers of students experiencing a primary care clinical placement. ObjectiveTo explore student nurses' lived experiences within an innovative primary care setting. MethodsA qualitative case study was undertaken to analyse nursing students' experiences at the Kidney Kids Camp primary care clinical placement. FindingsParticipants described how the primary care placement changed their view of nursing and the nurses' role. Five themes emerged from the research: developing knowing through children's eyes; entering the world of primary care; facing a journey of self-discovery; it's all in the way you communicate and; it makes you think differently about nursing. DiscussionThe experience of this primary care placement enabled nursing students to enter the world of children living with chronic illness. Immersing students into this unique environment enabled them to gain a greater insight into primary care through the eyes of the children. ConclusionKidney Kids camp experiences presented nursing students with an enhanced appreciation of primary care nursing, working with children, and an understanding of the impact of chronic health illnesses, through the primary care lens.

Characteristics of the collaborative learning unit practice education model for undergraduate nursing students: a scoping review protocol

What evidence on characteristics and processes of the collaborative learning unit practice education model for undergraduate nursing students is available?

Use of a Collaborative Educational Model to Raise Awareness of Infection Risks Associated With Injection Drug Diversion in Healthcare

BACKGROUND Diversion of injectable medications in healthcare is a challenging issue in infection prevention that can result in transmission of infections, especially bloodborne pathogens. In the midst of the opioid epidemic, drug diversion is increasing, yet infection prevention's (IP) role remains ambiguous. We describe a collaborative educational approach to promote drug diversion awareness. METHODS The State Health Department (SHD) and local Association for Professionals in Infection Control and Epidemiology (APIC) chapter formed a committee to plan a one-day conference on injection drug diversion. From August-October 2018, the committee met bi-weekly via webinar to prepare for the November 13th conference. The overall conference objective was to help attendees understand healthcare/public health's role in diversion investigations. The didactic conference included educational presentations and a discussion-based exercise. To assess diversion awareness, eight questions (6 multiple choice, 2 free text) were incorporated into the discussion-exercise using an interactive audience polling tool. Evaluation forms included 40 questions to rank presentation/conference quality on a scale of 1 (poor) to 5 (excellent). RESULTS There were 141 conference attendees. The majority represented IP (28%), public health (25%), and pharmacy (13%). The average number of attendees that responded to polling questions was 25.3 (range 20, 31). Respondents reported 52% (13/25) had been involved in a diversion investigation. Five (23%) reported that staff at their facility receive diversion training. Nearly half [48% (15/31)] did not know if their facility had an internal mechanism to report diversion. Evaluations were completed by 75 (53%) attendees with an average score of 4.5 (range 3.6, 5). CONCLUSIONS It was beneficial to team resources of SHD and local APIC to host a conference. The discussion-based exercise revealed gaps in diversion prevention, detection, and response. It is imperative that healthcare and public health gain clarity in each other's roles in drug diversion and have tools to manage these detrimental events.

Teaching Reform and Design of Engineering Economics

Engineering economics is a course with strong application, in order to improve students' comprehensive application ability and realize the training goal of applied talents. In this paper, based on the idea of collaborative education, a model of multi-dimensional collaborative teaching model is constructed, and the model is improved by applying the model to the process of teaching practice. In the teaching practice, the teaching methods and means have been reformed, and the teaching design has been systematically combed. Finally, the problems and solutions in the application practice are put forward. Through the study of this paper, in order to promote the reform of personnel training model, promote the construction of the curriculum system.

Clinical Instructor Perceptions of the Collaborative Clinical Education Model: Providing Solutions for Success in Physical Therapy Education

Purpose: The most common approach to physical therapy clinical education is the one-to-one (1:1) model. The collaborative clinical education model (CCEM) offers an alternative and beneficial approach to education but is not widely utilized within physical therapy. The primary aim of this study was to explore the experiences and perceptions of clinical instructors (CIs) teaching within the CCEM while also receiving structured support from an academic program. Methods: This study used semi-structured interviews before and after the CCEM experience to explore CI perceptions. CIs received formalized support that included pre-experience meetings, a CCEM Toolkit resource, scheduled follow-ups during the experience, and a post-clinical debriefing. Interview transcripts were analyzed using a qualitative data analysis program and collaborative coding process. Results: CIs’ perceptions of the CCEM shifted following participation. Participants noted a need to be prepared with appropriate teaching strategies, have frequent communication with the academic program, and have a supportive clinical environment. Conclusion: CI participation in the CCEM is challenged by negative perceptions and lack of experience with collaborative learning. CI perceptions of the CCEM can become more positive after actually teaching in the CCEM; therefore, perceived challenges need to be addressed to increase CI participation. The CCEM may be more widely accepted if CIs’ perceived challenges are addressed in partnership with an academic program with intentional CCEM training and support strategies.

The Benefits of Improved Information Literacy Skills on Student Writing Skills: Developing a Collaborative Teaching Model with Research Librarians in Undergraduate Social Work Education

ABSTRACTImproving the information literacy and writing skills of undergraduate social work students continues to be an issue for social work educators. In spite of the persistent concern, only a few studies examine the factors influencing these skills and interventions to strengthen them. This article details a faculty–librarian collaborative teaching model to develop students’ information literacy and writing skills through an iterative, peer-reviewed process that includes online and in-class library instruction. Pre- and posttest results from course evaluations, using the learning management system, indicate that students improve their information literacy skills, which in turn improves their writing skills. The article concludes with a discussion of implications for academic and professional development.

Focused Video Reflections in Concert With Practice-Based Structures to Support Elementary Teacher Candidates in Learning to Teach Science

ABSTRACTRecommendations for science education, including elementary education, highlight instructional practices such as using discussion to promote deep understandings of science. A task facing science teacher educators is to craft instruction to support teacher candidates (TCs) to develop skills that will encourage such practices in classrooms. In 2011, we developed and implemented a class activity --the Supported, Collaborative Teaching Model (SCTM) --to focus TCs' attention on key aspects of science teaching. The SCTM, which is designed around the idea that practical experience is critically important to teacher education, involves having TCs teach science to elementary students in three different grade levels three different times throughout the semester. In this study, we examine the outcomes related to two newly added components of the SCTM: focused video reflections and the use of the Charlotte Danielson Framework for Teaching. In this study we asked: In what ways do the SCTM and focused video reflections support TCs in crafting opportunities for students to develop deep understandings of science? Interviews and reflections from eight TCs were analyzed to examine the impact of the SCTM. Our analysis indicated that the focused video reflections based on the FfT coupled with the SCTM provided tools for growth and for documenting this growth. We describe areas in which TCs indicated they had developed as teachers, as well as the structures that contributed to shifts in practice in these different areas.

Collaborative instruction and Handwriting Without Tears®: A strong foundation for kindergarten learning

ABSTRACTHandwriting is a foundational skill students use throughout each school day. Occupational therapists are uniquely positioned to assist teachers and students in the occupational task of handwriting. This intervention combined a collaborative teaching model and the use of Handwriting Without Tears® to teach lower case letter writing to two classrooms of kindergarteners. Pre- and posttesting with The Print Tool® indicated statistically and clinically significant gains on lower case letter memory and overall letter alignment. Teachers reported positive outcomes resulting from collaboration with the occupational therapist. These results support the effectiveness of collaborative instruction using Handwriting Without Tears® with kindergarten students.

Promoting Education Equity in Rural and Underdeveloped Areas: Cases on Computer-Supported Collaborative Teaching in China

In addition to the 37 million students attending rural schools, China operates ~67,000 one-teacher schools in remote and mountainous regions. Much research has concluded that these rural students are educationally disadvantaged in comparison to their urban peers, with impaction toward social stratification. Consequently, national policies have targeted such issues and begun implementing information and communication technology (ICT) initiatives to universalize the quality of educational services. However, it is well known that imbalanced or improperly utilized ICT resources may expand, rather than contract inequities. Therefore, our research examines two cases of uniquely large-scale educational ICT applications to showcase computer-supported collaborative teaching models with high potential from an equity perspective. Improved access in the quality of students’ education and teachers’ professional development opportunities among rural areas are the main benefits observed. Other developing countries with similar issues may replicate these technological approaches for balancing access to high quality educational opportunities.

Developing a Curriculum for Sino-Australia Cooperative Mechanical Engineering Program

Guided by the purpose of fostering international high-quality engineering personnel, based on the problems found in a curriculum setup of Sino-Australian Mechanical Engineering collaborative teaching program. This study is focused on developing the curriculum setup that takes modern electro-mechanical product and system design as the principle, and develops students' fundamental, core and comprehensive employability as the centre, as well as achieves Sino-foreign mechanical engineering curriculum that includes target and contents, theoretical knowledge and practical projects, traditional classroom and online delivery, via research and practice from four aspects including course setup, practical component, teaching mode and assessment scheme, in order to provide theoretical and practical reference for a better Sino-foreign collaborative teaching model and reform of relevant teaching scheme. This paper discusses about the design and implementation of a Curriculum for Mechanical Engineering for the joint program. This Curriculum aims to educate the students, a multidisciplinary knowledge in the domain of Engineering, technology as well as management. The implementation of this curriculum at Wuhan University of Science and Technology has showed a large improvement of student skills that permits it to become a national curriculum. https://doi.org/10.26803/ijlter.17.2.4

Exploration of College English Teaching Model Based on Network Group Collaboration

With the development of modern network and information technologies, the traditional teaching model no longer fits for modern college English teaching. Students only gain control right of the study in web-based, self-directed acceptance model in which their subjective initiative may be brought into full play; however, their critical thinking and communication skills may not be improved. The network group collaborative teaching model can be an option for the remedy of the deficiency. This paper summarizes basic elements of network group collaboration in college English teaching and explores the modes of collaborative learning applicable for teaching, followed by some suggestions proposed for the construction of English learning community which can be used to stimulate the willingness of true communication.

Mathematics understanding and anxiety in collaborative teaching

This study aims to examine students’ mathematical understanding and anxiety using collaborative teaching. The sample consists of 51 students in the 7th-grade of MTs N Jeureula, one of the Islamic public junior high schools in Jeureula, Aceh, Indonesia. A test of mathematics understanding was administered to the students twice during the period of two months. The result suggests that there is a significant increase in mathematical understanding in the pre-test and post-test. We categorized the students into the high, intermediate, and low level of prior mathematics knowledge. In the high-level prior knowledge, there is no difference of mathematical understanding between the experiment and control group. Meanwhile, in the intermediate and low level of prior knowledge, there is a significant difference of mathematical understanding between the experiment and control group. The mathematics anxiety is at an intermediate level in the experiment class and at a high level in the control group. There is no interaction between the learning model and the students’ prior knowledge towards the mathematical understanding, but there are interactions towards the mathematics anxiety. It indicates that the collaborative teaching model and the students’ prior knowledge do not simultaneously impacts on the mathematics understanding but the mathematics anxiety.

Health Volunteers Overseas: 30 Years of Leveraging International Partnerships to Strengthen Health Worker Capacity

Health Volunteers Overseas (HVO) is a United States based non-profit that collaborates with over eighty universities and health institutions around the world to send volunteer health professionals to provide continuing education, train the trainer courses, professional support, and consultation on academic programs and curricula development. By establishing mutually beneficial partnerships, HVO is able to deliver effective models of collaborative education that contribute sustainable solutions to strengthen health workforce capacity in resource-scarce countries – ultimately improving health outcomes and the quality of life for millions throughout the world. This paper provides an overview of HVO, outlines the role of international partnerships within HVO’s structure, describes the processes used to select partners, and analyzes lessons learned around the key indicators of how to establish and maintain successful international partnerships in education and health worker capacity building.

SNS collaborative learning design: enhancing critical thinking for human–computer interface design

In many cases, classrooms seem to be functioning as well as ever, though the challenges and expectations have changed quite dramatically. This study presents an innovative project-based cloud learning (PBCL) model which integrates various Google services in order to enhance critical thinking abilities in human---computer interface design. To investigate the effectiveness of the proposed SNS collaborative teaching model for HCI design, the one-group pretest---posttest experiment was adopted in a university HCI design course in Taiwan. Participants included 32 technical and vocational university students aged 20---22, all major in information science. The collected data is used to explore the change in students' critical thinking skills. Additionally, this study also adopts an interview survey to collect qualitative data. There are 11 groups in this course, and the 11 respondents were randomly selected from these groups after the course. The results indicate that the practice of PBCL could help students to develop critical thinking skills rather than disposition. More specifically, the differences of low initial disposition group's pre-test and post-test of CTD and CTS were significant. The qualitative interview results reveal that experimental subjects hold a positive view on integrating SNS and various Google services to human---computer interface course to enhance project design and critical thinking skills. It implies that the PBCL model is an innovative and practical teaching model to be beneficial to learners with low initial interest. In addition, it helps students deepen impression of learning content and inspire new ideas.

Business in Social Work Education: A Historically Black University’s Social Work Entrepreneurship Project

ABSTRACTThe destabilization of the current economy has sparked increased interest in entrepreneurship, especially for underrepresented minority social work students. The entrepreneurial thinking of these social work students entering social work programs at historically Black colleges and universities needs to be fostered in a learning environment. This article describes a historically Black university’s creative social entrepreneurship venture in response to the Social Work Congress’s 2010 imperative “Business of Social Work—Infuse models of sustainable business and management practice in social work education and practice.” The social entrepreneurship project uses the interprofessional collaborative educational model and attempts to provide meaningful and relevant education to social work students interested in social entrepreneurship through the collaborative efforts of the university’s School of Social Work and the School of Business and Management.

Sharing the burden: Schwartz rounds® as a compassionate collaborative practice and education model in long-term care

Sharing the burden: Schwartz rounds® as a compassionate collaborative practice and education model in long-term care

Impact Of Inter-Professional Education On Nursing Student Outcomes In The Online Environment

The implementation and integration of inter-professional education (IPE) into a curriculum is supported by the National Council of State Boards of Nursing (NCSBN), the Inter-professional Education Collaborative (IPEC), and the Institute of Medicine’s (IOM) Future of Nursing report. While there is support for implementation, there is a lack of data and guidelines which to follow currently. The purpose of this nursing research study was to investigate the impact of inter-professional collaboration on nursing student outcomes in the online environment. A co-teaching model was implemented within an online environment to provide inter-professionally lead nursing sciences courses to nursing students in a baccalaureate program. In the four sessions following the implementation of interdisciplinary collaborative teaching, 605 students completed the courses with 179 submitting the end of course survey. Results indicated that the overall student satisfaction rating with the pathophysiology online course was significant at p < 0.05 following the implementation of inter-professional teaching methodology. Prior to implementation of collaborative teaching, the total enrollment in pathophysiology was 194. After the institution of collaborative teaching, the total student enrollment was 605. This reflected a significant increase in student enrollment of 311%. Today, the complex healthcare delivery system necessitates a shift from traditional education to an inter-professional collaborative teaching model that generates knowledge from interaction with a variety of educators from a variety of disciplines (Hean, Craddock, & Hammick, 2012). Nursing curricula is needed which fosters both an inter-professional learning of shared knowledge and the discipline-specific learning essential for professional practice.

Radon Testing: Community Engagement By a Rural Family Medicine Office.

Iowa has the highest average radon concentrations in the nation, with an estimated 400 radon-induced lung cancer deaths each year. Radon is the second leading cause of lung cancer death overall. The objectives of this study were (1) to educate the population attending a family medicine office about the dangers of radon, (2) to encourage homeowners to test for radon, (3) to work with the community to identify resources for mitigation, and (4) to assess the utility of working with a local family medicine office as a model that could be adopted for other communities with high home radon concentrations. Participants obtained a US Environmental Protection Agency-certified activated charcoal short-term radon kit through their primary care office or by attending a seminar held by their medical office. Participants completed a short investigator-developed questionnaire about their home, heating, and demographics. Of 746 radon kits handed out, 378 valid results (51%) were received, of which 351 questionnaires could be matched to the kit results. The mean radon result was 10.0 pCi/L (standard deviation, 8.5 pCi/L). A radon result of 4 pCi/L or higher, the Environmental Protection Agency action level for mitigation, was found in 81% of homes (n = 285). Four of 5 homes tested had elevated radon levels. This family medicine office/university collaborative educational model could be useful for educating patients about other environmental dangers.

The Human Rights and Social Justice Scholars Program: A Collaborative Model for Preclinical Training in Social Medicine

BackgroundDespite the importance of the role social justice takes in medical professionalism, the need to train health professionals to address social determinants of health, and medical trainees' desire to eliminate health disparities, undergraduate medical education offers few opportunities for comprehensive training in social justice. The Human Rights and Social Justice (HRSJ) Scholars Program at the Icahn School of Medicine at Mount Sinai is a preclinical training program in social medicine consisting of 5 components: a didactic course, faculty and student mentorship, research projects in social justice, longitudinal policy and advocacy service projects, and a career seminar series. ObjectivesThe aim of this article is to describe the design and implementation of the HRSJ curriculum with a focus on the cornerstone of the HRSJ Scholars Program: longitudinal policy and advocacy service projects implemented in collaboration with partner organizations in East Harlem. Furthermore, we describe the results of a qualitative survey of inaugural participants, now third-year medical students, to understand how their participation in this service-learning component affected their clinical experiences and professional self-perceptions. ConclusionUltimately, through the implementation and evaluation of the HRSJ Scholars Program, we demonstrate an innovative model for social justice education; the enduring effect of service-learning experiences on participants' knowledge, skills, and attitudes; and the potential to increase community capacity for improved health through a collaborative educational model.