Student Comments Research Articles

Investigating the use of case-oriented station technique in teaching socio-scientific issues: A mixed method study

This research aims to investigate the effect of teaching the socio-scientific issues, "Global Warming, Sustainable development and Bio-technology" in 8th class, with the case-oriented station technique on the academic achievement of the students and their motivation toward science learning. The study was carried out with 71 students in 8th class in 2 secondary schools of a district with approximately 20.000 population in the Eastern Anatolia Region. The mixed-method, consisting of the data collected as qualitatively and quantitatively, was employed. In the quantitative part of the study, the Socio-scientific issues Achievement Test and the Science Learning Motivation Scale developed by Dede and Yaman (2008) to measure students' motivation to learn were used. Unstructured interview, which is one of the qualitative research methods, was preferred in order to support the study with student opinions and comments. The Socio-scientific Issues Achievement Test and the Science Learning Motivation Scale were applied to the experimental and control groups as pre-test at the beginning and as post-test at the end of the study. Results indicated that teaching the socio-scientific issues with case-oriented station technique positively affected the students' academic achievements and their motivation toward science learning. Besides, the interviews showed that the students found it useful, fun, remarkable and permanent to learn socio-scientific issues using the case-oriented station technique.

Development and Use of Kitchen Chemistry Home Practical Activities during Unanticipated Campus Closures

The closure of campuses in early 2020 due to the COVID-19 pandemic meant that scheduled practical activities for introductory chemistry students could not take place. The first practical class started prior to shutdown, and 21.5% of the students undertook the face-to-face offering. The remainder completed an online offering consisting of the same worksheet with videos of each of the tasks, which relate to ions in solution: conductivity and precipitation. A Kruskal–Wallis rank sum test comparison of the marks for the first practical showed that online students had, on average, a 0.9/10 drop in their mark compared to the face-to-face cohort. We concluded that a significant proportion of students found the transition to online learning difficult with the technology we provided. Rather than add another online learning activity, we chose to develop simple activities that students could complete at home, along with worksheets linking their observations to the theory taught in class. The first kitchen chemistry activity included experimental measurement (timing water boiling), solubility (mixing water with salt, sugar or oil), heat capacity (heating salt, sugar, butter and water), combustion calculations for gas heating, and colligative properties (timing ice melting with and without added salt). The second kitchen chemistry activity involved adding a constant amount of sodium bicarbonate to differing amounts of vinegar to explore stoichiometry; relating this to gas law calculations, and an extraction of red cabbage or other colored food to investigate the pH of household items. The aims of the kitchen chemistry experiments were to develop student observation skills, emphasize the importance of measurement and significant figures and provide some simple hands-on and relevant activities that could be done safely at home. The proportion of students who submitted online chemistry practicals was the same as typically attends face-to-face practicals (90%). Preliminary evaluation through anonymous student comments and staff reflections suggests that this was a valuable exercise: most students were able to learn in this replacement hands-on environment, receiving mean scores of 7.5/10 or higher. We conclude that relevant, engaging kitchen chemistry activities are useful for foundation level chemistry students.

Quality of written feedback given to medical students after introduction of real-time audio monitoring of clinical encounters

BackgroundDirect observation is necessary for specific and actionable feedback, however clinicians often struggle to integrate observation into their practice. Remotely audio-monitoring trainees for periods of time may improve the quality of written feedback given to them and may be a minimally disruptive task for a consultant to perform in a busy clinic.MethodsVolunteer faculty used a wireless audio receiver during the second half of students’ oncology rotations to listen to encounters during clinic in real time. They then gave written feedback as per usual practice, as did faculty who did not use the listening-in intervention. Feedback was de-identified and rated, using a rubric, as strong/medium/weak according to consensus of 2/3 rating investigators.ResultsMonitoring faculty indicated that audio monitoring made the feedback process easier and increased confidence in 95% of encounters. Most students (19/21 respondents) felt monitoring contributed positively to their learning and included more useful comments.101 written evaluations were completed by 7 monitoring and 19 non-monitoring faculty. 22/23 (96%) of feedback after monitoring was rated as high quality, compared to 16/37 (43%) (p < 0.001) for monitoring faculty before using the equipment (and 20/78 (26%) without monitoring for all consultants (p < 0.001)). Qualitative analysis of student and faculty comments yielded prevalent themes of highly specific and actionable feedback given with greater frequency and more confidence on the part of the faculty if audio monitoring was used.ConclusionsUsing live audio monitoring improved the quality of written feedback given to trainees, as judged by the trainees themselves and also using an exploratory grading rubric. The method was well received by both faculty and trainees. Although there are limitations compared to in-the-room observation (body language), the benefits of easy integration into clinical practice and a more natural patient encounter without the observer physically present lead the authors to now use this method routinely while teaching oncology students.

Is it face time or structure and accountability that matter? Moving from a flipped to a flipped/hybrid classroom

PurposeThis research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.Design/methodology/approachThis study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.FindingsResults from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.Practical implicationsEfficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.Originality/valueWhile research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

GASTRONOMİ VE MUTFAK SANATLARI ALANINDA TEMEL SANAT EĞİTİMİ UYGULAMALARI

Temel Sanat Eğitimi ya da diğer adıyla Temel Tasarım dersi, Güzel Sanatlar Fakülteleri, Mimarlık Fakültelerinin farklı bölümleri ve Resim-İş Eğitimi Anabilim Dallarında birinci sınıf ders planı içerisinde stüdyo/atölyelerde gerçekleştirilmektedir. Bu derslerde öğrencilerin farklı sanat ve tasarım alanlarına bakışını belirleyen temel teorik bilgiler aktarılır, bu bilgiler uygulamalı olarak pekiştirilir. Öğrenme sürecinde öğrencilerin edindikleri temel bilgi ve beceriler, alanlarına yönelik bilinçli davranışlara, uygulamalara, tartışmalara dönüşür. Bu çalışmanın amacı, Turizm Fakültelerinin Gastronomi ve Mutfak Sanatları bölümlerinde birinci ya da ikinci sınıfta okuyan öğrencilerin alanlarına yönelik edinimlerini, temel sanat eğitimi dersi sürecinde etkili tabak tasarımları ile sonuçlandırabilmelerine olanak tanımaktır. Bu doğrultuda çalışmada, Ankara Hacı Bayram Veli Üniversitesi, Turizm Fakültesi Gastronomi ve Mutfak Sanatları Bölümünde 2019-2020 Güz Dönemi, 2. Sınıf 1. Dönem “Temel Sanat Eğitimi ve Estetik” dersi kapsamında gerçekleştirilen tabak tasarımı uygulamaları, öğrencilerin tasarımlarına yönelik yorumlarıyla desteklenerek sunulmaktadır. Çalışmanın, alanda yapılacak diğer uygulamalara örnek bir kaynak oluşturacağı düşünülmektedir.

Gaming in Nursing Education: Recent Trends and Future Paths.

Game-based learning has attracted much attention in education in recent years due to its ability to increase student motivation and engagement in learning. This study reviewed the literature to answer the research questions: What learning outcomes have been linked to games in nursing education? What are potential gaps in the field's knowledge regarding games in nursing education? A systematic literature search was completed in CINAHL and Google Scholar from 2009-2019 with the keywords of games, gaming, and nursing education. A total of 49 papers were identified; of these, 34 were excluded, and 15 empirical studies were evaluated. The majority reported beneficial learning outcomes, such as increased knowledge, higher test scores, and positive student comments. Several methodological weaknesses were noted, such as small sample sizes, convenience samples, and lack of control groups or randomization. Games have the potential to prepare new nurses for improved clinical decision making. More robust research methodologies are needed to confirm best practices for educators. [J Nurs Educ. 2020;59(7):375-381.].

Common Mistakes in Online Teaching

This article explains five common mistakes in online teaching and how to fix them. To do so, this article draws on student comments coming from mid-semester surveys in an Online Trusts & Estates course, as well as focus groups on online law courses.

The Hebrew Bible: Feminist and Intersectional Perspectives

The Hebrew Bible: Feminist and Intersectional Perspectives

Exploring the personal and professional factors associated with student evaluations of tenure-track faculty.

Tenure-track faculty members in the United States are evaluated on their performance in both research and teaching. In spite of accusations of bias and invalidity, student evaluations of teaching have dominated teaching evaluation at U.S. universities. However, studies on the topic have tended to be limited to particular institutional and disciplinary contexts. Moreover, in spite of the idealistic assumption that research and teaching are mutually beneficial, few studies have examined the link between research performance and student evaluations of teaching. In this study, we conduct a large scale exploratory analysis of the factors associated with student evaluations of teachers, controlling for heterogeneous institutional and disciplinary contexts. We source public student evaluations of teaching from RateMyProfessor.com and information regarding career and contemporary research performance indicators from the company Academic Analytics. The factors most associated with higher student ratings were the attractiveness of the faculty and the student’s interest in the class; the factors most associated with lower student ratings were course difficulty and whether student comments mentioned an accent or a teaching assistant. Moreover, faculty tended to be rated more highly when they were young, male, White, in the Humanities, and held a rank of full professor. We observed little to no evidence of any relationship, positive or negative, between student evaluations of teaching and research performance. These results shed light on what factors relate to student evaluations of teaching across diverse contexts and contribute to the continuing discussion teaching evaluation and faculty assessment.

Lecture capture in pharmacy education at UBC: Updating our understanding

IntroductionLecture capture is a contemporary learning technology used to improve the quality of professional programs such as pharmacy. Building on our 2014 study, the objective of this study was to reexamine the value of lecture capture for student and faculty users and make decisions about its continuance and optimization. MethodsSurvey methodology was used to gather student and faculty perspectives on the lecture recordings. Collected data focused on usage, learning impacts, and attendance. Lecture capture software provided analytics on student viewing patterns. The constant comparative method was used to analyze student and faculty comments for underlying themes and data discrepancies. ResultsFollowing an evolutionary development path, lecture capture has become a mainstream learning resource for students and faculty. Student usage has increased dramatically and strategically. In addition to enhancing in-class experiences, study effectiveness, and overall learning, students continue to claim minimal impacts on attendance. Faculty perspectives remain modest. While faculty recognize the learning benefits for students and are prepared to continue using lecture recordings, issues related to absenteeism are increasingly troublesome. Faculty are also using lecture recordings for faculty development purposes. ConclusionsFaculty have renewed their commitment to the lecture capture program going forward. Importantly, the study has helped refocus the evolution of the program away from binary questions such as whether or not to use lecture recordings and the impacts of lecture capture on attendance and towards specific guidance for students and faculty on the best use of the resource and deeper questions about student learning.

Incorporating a Microlearning Wellness Intervention Into Nursing Student Curricula.

Cultivating healthy lifestyle beliefs (HLBs) can result in positive health outcomes for students during their nursing program. The purpose of the study was to determine the effectiveness of short wellness interventions (microlearning) in nursing courses on reducing stress and anxiety and enhancing HLB. Microlearning wellness interventions were offered to graduate and undergraduate nursing students in this cluster randomized intervention study. The Perceived Stress Scale 4, Generalized Anxiety Disorder 7, and Healthy Lifestyle Beliefs Scales were administered. Student perceptions were evaluated using a short answer narrative. The intervention group reported higher HLB (P = .15), lower anxiety (P = .06), and lower stress (P = .06) compared with the control group after adjusting for baseline differences. Student comments were favorable and included enjoying the activities, weight loss success, and mindfulness strategies. Incorporating wellness interventions into nursing curricula demonstrates a positive trend toward reducing anxiety and stress and improving HLB.

"Tell Me More": Students Can Practice and Self-Evaluate Primary Palliative Care Skills in a Large, Multistate Internal Medicine Clerkship.

Background: Experts recommend integrating palliative care throughout the four-year medical school curriculum, including in required clerkships such as internal medicine (IM). Objective: The aim of this study was to determine whether third-year medical students could gain meaningful experience in primary palliative care during their IM clerkship with observation and feedback from internists and/or IM residents or fellows. Design: We implemented two clinical exercises: (1) perform advance care planning with a patient and (2) participate in the delivery of important news. Students self-reported aspects of their experience in a confidential online survey. Setting/Subjects: Third-year medical students enrolled in a required IM clerkship. Measurements: Students reported the setting in which they completed the exercises, their level of independence, and their level of comfort with advance care planning after completing the exercise. We performed a qualitative analysis of open-ended comments to determine domains, themes, and subthemes and a separate analysis to determine the extent to which the comments suggested learning relevant to the stated learning objectives for each exercise. Results: The majority of students completed both exercises without palliative care specialists present, 76% (196/258) for the advance care planning exercise and 75% (195/259) for important news. Fifty-one percent (132/258) of students completed advance care planning with a significant level of independence, and 70% (182/258) reported being comfortable or very comfortable with advance care planning after completing the exercise. Qualitative analyses of student comments found that the majority of students described learning something related to the stated learning objectives for each exercise and suggested that they gained an appreciation of the complexity of patient-provider interactions around serious illness and palliative care. Conclusion: We found it feasible to integrate clinical exercises in advance care planning and delivering important news into an IM clerkship.

O “Discurso de Outrem” em Bakhtin e o Círculo: por uma Compreensão Responsiva do Texto

Este artigo apresenta as contribuições de os estudos bakhtinianos para a compreensão responsiva do enunciado/texto. Examinamos as marcas linguístico-discursivas responsáveis pela presença do discurso de outrem em comentários discentes produzidos em e-fóruns acadêmicos em um curso na modalidade de ensino a distância. Consideramos esse discurso como o responsável pelas formas de transmissão e recepção de sentidos produzidos no/para a construção do enunciado/texto dos alunos em e-fóruns. Analisamos quatro comentários discentes produzidos, como respostas a temáticas nos e-fóruns em um componente curricular direcionado para o ensino de língua portuguesa.

Shaping Perceptions of Basic Science Education by Utilizing Real Patient Encounters.

Integrating basic science into clinical teaching has been a struggle for medical schools. However, early exposure to clinical experience has been associated with an increased understanding of the importance of basic science, positive attitudes, and developing clinical skills faster. Furthermore, early clinical exposure can help students reconnect with what drove them into medicine in the first place, especially when they are starting to feel burned out by the volume of lecture material. As a result, increasing patient experience during the first year has become a goal of many medical schools. At Rutgers Robert Wood Johnson Medical School, interprofessional case discussions (ICDs) begin with a lecture that explicitly integrates basic science with a disease, followed by a discussion with a patient, their family, the healthcare team, and first-year students. Our objective is to explore whether ICDs enhanced the learning experience of basic science. ICD satisfaction was assessed using evaluations from two different courses (2013-2016). Responses were analyzed quantitatively using descriptive statistics and qualitatively using a grounded-theory-content analysis. Study 2: A follow-up measure with current third- and fourth-year students on long-term retention of basic science was analyzed using a Wilcoxon signed rank test. Relative rankings of three different case-based teaching modalities were assessed using chi-square. Students reported significantly higher satisfaction with ICDs (93%) for reinforcing concepts and integrating materials compared to Flipped Classrooms (66%) and Jigsaws (65%), x 2 = 120.9, p < .001. Student comments fit into five categories: enjoyment, learning/retention, the clinical usefulness of basic science, affirming passion to be in medicine, and others. The follow-up measure indicated significantly greater retention of the biochemical basis of diseases covered during ICDs. While other teaching modalities integrate basic science into a clinical context, ICDs go further by displaying interprofessional care and the manifestation of the disease on the patient and the lives of their family. As a result, ICDs lead to a positive learning environment in which students feel comfortable, have a sense of rapport with the patients and health care providers, and feel motivated to learn basic science.

A Case‐based Laboratory Experience to Facilitate Integration of Content in a Nervous System Course

IntroductionNeuroscience courses in undergraduate medical education are often viewed as more challenging and “neurophobia” among undergraduate medical students has been well documented. Students cite neuroanatomy and a lack of patient exposure as two primary reasons that neurology is difficult. Information from these and other areas are often siloed without connecting concepts across disciplines. In short, students often fail to integrate preclinical coursework with neuroanatomy and clinical scenarios, which is a critical skill to develop before entering their clinical years. As integration continues to be highlighted in undergraduate medical curriculum, novel methods for facilitating integration continue to be explored. While clearly an important consideration across all disciplines, content integration is particularly important in a nervous system or neuroscience course. Here we describe a novel case‐based laboratory experience designed to facilitate integration of knowledge across gross anatomy, neuroanatomy, imaging, physiology, and pathology.AimTo describe a novel case‐based laboratory experience that facilitates integration across the entire Nervous System curriculum including gross anatomy, neuroanatomy, imaging, physiology and pathology.MethodsThis laboratory event occurs in week 5 of a 6‐week nervous system course at the end of the first year. Teams of 6–7 students progress through seven 20‐minute stations, each of which presents a novel case‐based exploration. Each case requires students to consider basic science questions along with continued exploration of the case through activities and/or thought questions to encourage critical thinking. Cases include identification of neuroanatomy and anatomy structures relevant to the case on models, specimens, and images. Students are able to move through each case without significant instructor guidance as each case includes instructions as well as answers/responses. Instructors are then free to insert themselves into discussions as they see teaching moments or answer student questions that go beyond the case.ResultsThis facilitated integration experience was the highest rated event throughout the entire course and received a nearly perfect review. On a 3‐point scale more traditional nervous system labs were rated at an average of 2.53. This case‐based experience was rated as 2.96. Student comments indicated that the event met the goals set by instructors, providing an opportunity for students to integrate basic science knowledge with anatomy and pathology in the context of a patient case.Discussion and ConclusionWhen creating new anatomy events, it is important to consider new ways to facilitate integration, particularly in the nervous system course, where undergraduate medical students around the world have identified neuroanatomy and clinical application as two areas of particular difficulty. This case‐based method provides instructors with another tool to help students integrate information from across the nervous system curriculum.

Incorporating Retrieval Into Classroom Activities: Setting Good Habits

Retrieval is a learning strategy in which the student attempts to recall concepts from memory without consulting course notes, a textbook or the internet. Classical studies of retrieval support retrieval as an effective study technique. However, when students have had previous success with storage techniques such as listening to videos, reading textbook, or re‐reading course notes, it is difficult to convince students to use evidence‐based techniques.Three instances of introducing retrieval to students in clinical physiology are presented. In all three cases, students heard about the classical experiments of Karpicke and Roediger. In addition, the instructor shared her own retrieval success. In the first instance, students were exposed to retrieval practice questions throughout class time activities, mainly power point lectures interspersed with active learning exercises. Students completed an anonymous survey about their attitudes about retrieval as part of their final exam. In the second instance, students in a systems physiology course were given retrieval exercises at the beginning of each of a series of 5 lectures on endocrine physiology. After student completed the exam on this material, students were invited to complete an online survey of their use of and attitudes toward retrieval. In the third instance, student in a clinical physiology course worked to answer a series of short answer questions without the benefit of any course resources. After 30 minutes of work, the instructor led a discussion of the activity in terms of retrieval and confidence.These three classroom experiences provide evidence that there is an association between positive attitudes towards and use of retrieval and exam performance. For example, in a sample of 200 physiology students, agreement with the statement I used retrieval methods as I studied for this exam, is significantly correlated with exam performance (r= 0.33, p &lt; 0.00001). However, there was no significant correlation between agreement with the statement, I think retrieval is an effective study technique supported by evidence and exam performance. In addition, student comments indicate that students may require multiple opportunities to learn about and practice retrieval before they are ready to incorporate retrieval into their regular study habits.

Identification of Factors Affecting Quality of Teaching Engineering Drawing using a Hybrid MCDM Model

Identification of the factors affecting teaching quality of engineering drawing and interaction between them is necessary until it is determined which manipulation will improve the quality of teaching this course. Since the above issue is a Multi-Criteria Decision Making (MCDM) problem and on the other hand, we are faced with human factors, the Fuzzy DEMATEL method is suggested for solving it. Also, because DEMATEL analysis does not lead to a weighting of the criteria, it is combined with the ANP and a hybrid fuzzy DEMATEL-ANP (FDANP) methodology is used. The results of investigating 7 Dimensions and 21 Criteria show that the quality of teaching this course increases, if the updated teaching methods and contents to be used, the evaluation policy to be tailored to the course, the course professor and his/her assistants be available to correct students' mistakes and there is also an interactive system based on student comments.

An Innovative Approach For Demonstrating the Lymphatic System in the Gross Anatomy Laboratory

INTRODUCTIONFrom a gross anatomy perspective, the lymphatic system is difficult for students to observe and comprehend in the laboratory setting. Aside from the thoracic duct and spleen, many lymphatic structures are not often preserved well in embalmed cadavers or are damaged or destroyed during the dissection process. This presentation describes an intervention that was created to enhance gross anatomy learning of the lymphatic system.AIM To describe a case‐based anatomy laboratory approach that engages students and emphasizes the clinical relevance of gross anatomic knowledge of the lymphatic system.INSTRUCTIONAL METHODGross anatomy at Western Michigan University Homer Stryker MD SOM (WMed) is prosection‐based and taught within an integrated systems‐based curriculum. The laboratory session covering the lymphatic system occurs during the Immunology and Infectious Disease course. Organization of the session uses a combination of guided and cooperative learning techniques.Student anatomy groups (6 students/group) progress through 7 cadaver stations, each having an associated clinical case. The cases encompass a variety of cancers, infections, and traumatic injuries to lymphatic system structures. At each station, students must identify the normal structures involved in the clinical scenario. In addition, students pin on the cadavers the location of lymph node groups that would likely be enlarged and/or need to be biopsied based on patient presentation and diagnoses. Cases also include short‐answer clinical application questions. Students within their groups work independently to identify and pin structures and compose their short answers. During the session, faculty circulate throughout the lab to confirm student answers and provide additional information when necessary.RESULTSPrior to this innovation, student feedback was below average and many students had difficulty seeing the relevance of the laboratory session. Since flipping the approach, evaluations have improved. Student comments expressing frustration over not being able to observe structures decreased. The number of comments expressing confusion about the purpose of the laboratory session and questioning if it is an effective use of time has also been reduced.DISCUSSION AND CONCLUSIONThis approach highlights the importance of the lymphatic system which is often overlooked in the gross anatomy laboratory. It provides faculty with a useful tool to help students see the clinical relevance of lymphatic gross anatomy and how this knowledge is applicable to physical examination and patient evaluation.Support or Funding InformationThere is no external funding for this project.

Measuring the value of integrating GVV into a standalone accounting ethics course

This paper empirically assesses the efficacy of the Giving Voice to Values (GVV) curricular offering. GVV training purports to increase both a person’s confidence level in dealing with ethical issues and his or her likelihood to try to resolve and actually report an ethical issue when encountered. While the GVV curriculum has been piloted in nearly 1000 schools, companies, and other organizations on all seven continents, very little empirical research has been conducted to assess its efficacy, especially in accounting education. We integrated the GVV offering utilizing an ethical decision-making framework developed by Mintz and Morris (2014), based on Rest (1986) model of ethical action, into a semester-long accounting ethics class. We extend the existing literature in the field by developing an important theoretical link between Rest (1986) four-stage model of moral action and GVV. When using ANOVA to analyze the treatment and control groups separately, we find significant increases in all four stages of Rest’s model for the treatment group. When applying multivariate analysis to the incremental change between the treatment and the control groups, we find significant increases in both students’ confidence and their intent to confront ethical issues. Additionally, we find similar increases in students’ ethical sensitivity (ability to recognize ethical issues), ethical judgment (determining the best course of action), and their intent to try to resolve and report them between our treatment and control groups for certain vignettes. Student comments suggest the GVV material to be more enjoyable, and faculty believe the depth of the analysis utilizing GVV is better. Faculty also suggest that student engagement is higher with GVV. Our findings suggest that integrating GVV into the curriculum of an accounting ethics course is of value and worth pursuing. Given the ease with which the offering can be implemented, our study may encourage accounting academics to include GVV coverage in other accounting courses as well.

Interdisciplinary Teaching of Pharmacology and Genetics: Comparing Two Different Active Learning Models in Medical School

Scientific advances in the fields of pharmacology and genetics are rapidly shaping diagnostic procedures and treatments, enabling implementation of precision medicine. Interdisciplinary collaborations are key to delivering the most up‐to‐date knowledge in medical school and optimal collaborations can involve active learning throughout the teaching session. The challenge was to bring together two disciplines, pharmacology and genetics, in the first year of medical school and actively engage students in one of two active learning methods. We compared the integrative process in creating two sessions from the instructor’s perspective and the comments and outcomes of students following each of the different active learning sessions.Active learning is an approach to instruction that helps students stay engaged during class by applying their knowledge for higher order thinking and problem solving. To work successfully, active learning requires that students: 1) study materials by learning prior to the session, or 2) recall knowledge learned previously in earlier sessions, or 3) a combination of both. We delivered a two‐hour active learning session entitled “Targeted Cancer Therapies”; this topic covers cutting‐edge concepts and essential principles of interdisciplinary work in pharmacology and genetics. We designed and compiled pre‐work, to be read prior to either active learning session, that jointly integrate knowledge from these disciplines. The “Targeted Cancer Therapies” session was taught by two methods: 1) standard Team‐Based Learning (TBL), and 2) mini‐lectures interspersed with group problem solving, called Large Group Active Learning (LGAL). The multiple choice and application questions posed to medical students were similar for both sessions. Both models included students working in groups to answer questions and then whole class discussion was employed to debate and justify their answer choices.From the instructor’s point of view, finding concise and current pre‐work was the most challenging, and therefore we created our own materials and supplemented from other sources. In addition, we felt that the LGAL model allowed for additional impromptu questions, the material to be covered more in depth, and the assurance that the whole class had a similar experience on how and why the final answer was obtained. A significant difference between these methods from the student’s perspective was that for TBL, resulting scores counted towards students’ final grades whereas for LGAL, answering questions successfully in class was its own reward. Student comments reflect these differences between methods and focus on the unique benefits of each approach. We will summarize the highlights of the materials used, our perspective of the process, and a compilation of students’ feedback.We conclude that: 1) transformation of materials from a TBL into an LGAL can be a straightforward process for instructors, 2) both methods have positive outcomes for students, and 3) different active learning methods allows for flexibility within medical schools’ constantly changing curriculums.Support or Funding InformationHackensack Meridian School of Medicine at Seton Hall University, Department of Medical Sciences, Nutley, NJ, USA