Common Teaching Methods Research Articles

Perspective

Despite ongoing efforts to improve working conditions, address well-being of faculty and students, and promote professionalism, many still feel the culture of academic medicine is problematic. Depression and burnout persist among physicians and trainees. The authors propose that culture change is so challenging in part because of an evolutionary construct known as the negativity bias that is reinforced serially in medical education. The negativity bias drives people to attend to and be more greatly affected by the negative aspects of experience. Some common teaching methods such as simulations, pimping, and instruction in clinical reasoning inadvertently reinforce the negativity bias and thereby enhance physicians' focus on the negative. Here, the authors examine the concept of negativity bias in the context of academic medicine, arguing that culture is affected by serially emphasizing the inherent bias to recognize and remember the negative. They explore the potential role of practices rooted in positive psychology as powerful tools to counteract the negativity bias and aid in achieving desired culture change.

Study of the viewpoint of Medical Interns and Externs toward Using Problem- based Learning Method in Cardiac Ward, Birjand 2011

Background: In the present study, we studied the clinical students’ viewpoints toward traditional and case study training methods. Methods: This analytical descriptive study was conducted in cardiac ward of ValiAsr Hospital in Birjand from 1389 to 1390. 5 training sessions in the form of case presentation were held during a one-month course in cardiac ward. The trainer prepared a PowerPoint file of a common disease before the start of the class. At the beginning of the discussion a clinical symptom was presented then students asked questions about the history, previous records, par clinical signs, and etc. based on the mentioned symptom and the trainer presented them. At the end of the discussion differential diagnosis and final diagnosis were presented and treatment of the disease was discussed. At the end of the course a researcher made questionnaire including 10 questions in the case of comparing the above mentioned method and the common clinical teaching method was distributed among students. Then data was coded and analyzed by SPSS. Results: During this one year, 40 externs and 30 interns (50 females and 20 males) were trained through case study method in cardiac ward and the average score of the viewpoints of all students was 42.20±5.36 out of 50 which shows that students have a positive point of view to case study method compared with the traditional method. There was not a significant difference between the viewpoints of male and female students in any of the ten mentioned fields. The score of the externs’ viewpoint in all the fields was higher than interns’, but this difference was just significant in the case of deep learning (4.1±0.8 in interns, 4.6±0.5 , P=0.016). Conclusions: The results of the study showed that students had a positive viewpoint toward clinical training through case study and this method can be used as a new educational method alongside other methods.

The Effect of Training Program for Staff Members to Develop Their Skills of Using Virtual Classrooms at King Saud University

The present study aims at showing the effectiveness of a suggested training program for staff members at Teachers’ College of King Saud University to develop their skills of using virtual classrooms. The research is empirical as it used two experimental groups. The first group is taught how to use the common teaching method and the second group is taught how to use the suggested program which is based on role-playing and collaborative learning. The present research has four hypotheses that are as follows: (1) There are statistically significant differences in the skill performance of both experimental groups in favor of the group that uses the suggested program due to the main effect of the training methods followed; (2) There is a relationship between the individual skill performance of the trainees in the experimental groups and their level of cooperation with their colleagues in the work groups; (3) There is a connection between the mean of the skill performance of the work group members and the performance level of the group as a whole in the skill of giving lessons in virtual classrooms; and (4) There are no statistically significant differences in the skill performance of work groups related to academic specialty.

Comparison of problem-based learning and lecture-based learning in midwifery

Lecturing is the most common teaching method in the medical education. Problem-based learning (PBL) is one of the active and student-oriented learning strategies which have gained attention in the recent decades. To compare the effect of PBL and lecture-based learning (LBL) on the satisfaction and learning progress of undergraduate midwifery students. Quasi-experimental study. Hamadan University of Medical Sciences, Hamedan, Iran. Fifty-six undergraduate midwifery students in two different classes participated in the study. Randomly, one class (experimental group) received PBL in addition to LBL and the other one (control group) received traditional LBL. "Pregnancy and childbirth", a 2-credit course, was selected for this purpose. Scientific pre-test and post-tests were performed and satisfaction questionnaire was filled in for both groups. A questionnaire to compare PBL and LBL was filled in only for the experimental group. The instruments used in the study were "Demographic data form", "Students' learning progress test", "Student's satisfaction of teaching method", and the "Teaching method evaluation". Learning progress in PBL group was significantly more than control group. PBL improved application of theory lesson in clinical practice, increased learning motivation and enhanced educational activity in class. There was more satisfaction with PBL method. There was no relationship between the students' satisfaction and learning progress. 81.8% of students considered PBL the more suitable and better method. PBL should be applied more in undergraduate midwifery courses. According to these advantages, the quality of midwifery education can be improved via this method.

Parts of the Whole: Learn More, Learn Better

Building on previous columns in Numeracy, this column analyzes various teaching techniques in terms of their ability to build cognitive schema, extend existing schema, reinforce learning, move mean understanding of a group of students, and reduce variance in understanding of a group. We offer a pedagogical cycle as an example of how to address multiple learning goals using common teaching methods.

Life Skills Approach – An Interactive Nursing Approach

The life skills approach is an interactive, educational methodology that focuses on transmitting knowledge and aims at shaping attitudes and developing interpersonal skills. The main goal of the life skills approach is to enhance young people\'s ability to take responsibility for making healthier choices, resisting negative pressures, and avoiding risk behaviors. Teaching methods are youth-centered, gender-sensitive, interactive, and participatory. The most common teaching methods include working in groups, brainstorming, role-playing, storytelling, debating, and participating in discussions and audiovisual activities.

Training Surgical Residents: The Current Canadian Perspective

Numerous constraints may limit the practical experience of surgical residents. Current research supports a need for structured curricula, skills acquisition, and feedback outside the operating room (OR) and formal assessment of technical skills. We examined the current state of surgical skill teaching and evaluation for Canadian residents across surgical specialties. One hundred twenty-three surveys were mailed to surgical residency program directors of all 17 Canadian medical schools. Nine surgical specialties were identified. Program demographics, details of surgical skill teaching methods, and several surgical skill assessment modalities used from admission to graduation were surveyed. Obstetrics and Gynecology (ObGyn) survey results were compared with other surgical specialties. Seventy surveys (57%) from 15 medical schools (88%) were returned. All specialties were represented in responses. ObGyn residents had fewer surgical training months per year than other residents (4.9 versus 8.5 months; p = 0.001). The most common teaching method was didactic lectures (86%; 95% confidence interval [CI], 75%-93%) for all programs. Inanimate and/or animate skills laboratories and didactic lectures were equally used by 90% (95% CI, 55%-100%) of ObGyn programs. Virtual reality simulators for procedure-specific surgical skills ranked low at 30% (95% CI, 7%-65%) use in ObGyn programs. Most programs had a dedicated space to teach and practice skills outside the OR. Assessment, feedback, and determination of surgical competence were most commonly performed via subjective evaluation by surgical mentors. Forty percent of ObGyn programs versus 76% of other programs used a local program-specific surgical training curriculum (p = 0.054). Most program directors who did not have access to a standard training curriculum wished to have one implemented. Lectures and subjective evaluations are the most common educational tools in Canadian surgical residencies. Despite the availability of validated surgical teaching and evaluation tools remote from the OR, standard training curricula are not the norm in Canadian ObGyn residency programs.

Experimental Teaching Model on Information and Electrical Engineering Speciality

Training applied talent is the goal of current college. Several common experimental teaching methods, such as 1 × N Class -Team Teaching Model, N × N Class-Team Teaching Model, N × N Teacher-Team Teaching Model, are analyzed and compared. These experimental teaching methods have some disadvantages, which are that the ratio of teacher-student is small, or teacher professional expertise is not conducive to student’s comprehensive knowledge. A new experimental practice teaching model is given, which is Double Teams Model of Teachers and Students (DTMTS) experimental practice teaching model. This model can be used in course practice training, students’ research training and academic competition training. The implementation process of this model are teachers team building, students team building, to carry out experimental method of teaching practice, experimental practice teaching organization, the team teaching process management, strengthen the hardware platform construction of experimental practice. Its implementation can improve student’s participation in practice and innovation ability.

SKAITMENINIS MOKYMO(SI) TURINYS GAMTAMOKSLINIO UGDYMO PROCESE: EFEKTYVUMO VERTINIMAS

Over the latter years education practice has changed a lot. New ways, forms and means of teaching “are coming” to comprehensive schools. Even applying common teaching methods and forms, their application algorithm is changing. First of all, it is related to virtual environment. You can find plenty of important material for education practice in the internet. One of urgent fields is digital teaching/learning content. We can basically assert that digital teaching/learning content is a perspective way seeking to improve education process. However, it is not right to refer only to research works carried out in other countries. It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers. Digital teaching/learning content, as research works carried out in other countries show, can be an effective means in the teaching/learning process. Lithuania is short of such research works. Quite often teachers practitioners “are experimenting” in a very limited space and restrict themselves to only individual digital content component creation, e.g., of various computer teaching programmes. The object of this research is the efficiency evaluation of digital presentations and lesson scenarios for “Nature and man “subject lessons. Digital presentations and lesson scenarios are arranged according to the textbook “In scientists’ footsteps 5”content. The main aim is to evaluate the arranged digital teaching/learning content. The evaluation was carried out in four main aspects: • Didactic; • Technological; • Usage; • Need. The research was going on from the beginning of January, 2011 to the middle of April, 2011. 20 teachers gave experimental lessons and carried out the evaluation of each of them. The evaluation paper was prepared. It contained 34 statements, connected with the employment of digital content. The statements were evaluated in the 5 range scale from “quite agree” to “quite disagree”. Also the teachers were asked to give comments which they considered to be necessary. Experimental lessons were given in the following order: • IB+PPT (Interactive board +Power Point presentation); • IB+AcIns (interactive board +Active Inspire presentation); • S+PPT (screen + PowerPoint presentation); • S +AcIns (screen + Active Inspire presentation). One group of teachers (11) were using interactive boards + PPT/AcIns + lesson scenarios in the lessons. The second group (10) were using the screen + PPT/AcIns + lesson scenarios in the lessons. In addition, some teachers tried IB/S + lesson content was given in pdf format. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realisation of the latter is undoubtedly, an innovative phenomenon in the educational practice. DTC (Digital Teaching Content) application in education practice is significant, because it directly educates students’ digital literacy as one of the essential abilities. DTC is basically interpreted as a component supplementing and integrating traditional teaching means. It has been stated, that DTC usage makes the lesson more effective regardless of the subject of the lesson (makes it more interesting, diverse, more attractive), develops students’ cognitive and psychosocial abilities, strengthens learning motivation, activates teaching/learning process itself. In addition, employment of DTC plays a supplementing role in education process applying various ICT, e.g., interactive boards, multimedia projectors and other. It has been stated, that prepared DTC in respect of realisation and extent of time is suitable and optimal. Optimal amount of slides is presented, the duration of slide usage in terms of time is optimal, and the foreseen activities are fully implemented. Referring to research results we can claim, that the priority is given to Active Inspire format. We can surely assert that DTC usage together with the other teaching /learning devices solves valeological - ergonomic problems. Time is saved, the usage of time allotted to learning is made more effective, teachers’ work itself is made easier, in this way forming possibilities to solve other important education questions. Key words: basic school, digital teaching and learning content, evaluation, natural science education.

Interteaching: Bringing Behavioral Education Into the 21st Century

In recent years, educators have lamented the current state of the American education system, citing a number of possible reasons for its purported downfall. One potential contributor to this negative state of affairs is the continued use of ineffective teaching methods. Interteaching, a new teaching method that has its roots in behavior analysis, offers an effective and user-friendly alternative to traditional approaches to classroom instruction. In this article, we describe interteaching. We also discuss a number of studies that have examined the efficacy of interteaching relative to more common teaching methods. Finally, we provide recommendations for researchers wishing to study this promising behavior-analytic teaching method.

The barriers encountered by teachers implementing education for sustainable development: discipline bound differences and teaching traditions

Background : According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently. Purpose : The study aimed at investigating if and how teachers’ subject area influences their ability to implement a holistic perspective of ESD; we investigated both the impact of teaching traditions and the barriers that teachers experienced. Sample : A stratified sample of 224 Swedish upper secondary schools participated. An online questionnaire was sent and answered by a total of 3229 teachers at these schools. In total, there were 669 science teachers, 373 social science teachers, 483 language teachers, 713 vocational and esthetical–practical teachers, and 739 teachers from other disciplines who participated in the survey. Design and methods : The questionnaire consisted of questions requiring Likert-scale responses and multiple-choice questions. The data from the questionnaire were analyzed using Pearson’s Chi-square test and one-way ANOVA. The significance level accepted was p < 0.05. Results : Teachers were influenced by their own subject traditions. Science teachers in our study were grounded in the fact-based tradition and lectures were the most common teaching method used. The teaching tradition of the social science teachers seemed to be most in line to an ESD approach. Many language teachers (41%) stated they did not include SD issues in their teaching at all. Among the barriers identified, the most common obstacles were that the teachers lacked inspiring examples of how to include SD in their teaching and that they lacked the necessary expertise about SD. Conclusion : This study highlights the need for the management within schools to create opportunities for teachers to work collaboratively when teaching ESD. It is also important to provide further training that is adjusted to the needs of different disciplines.

Teaching Methods and Surgical Training in North American Graduate Periodontics Programs: Exploring the Landscape

This project aimed at documenting the surgical training curricula offered by North American graduate periodontics programs. A survey consisting of questions on teaching methods employed and the content of the surgical training program was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. The chi-square test was used to assess whether the residents' clinical experience was significantly (P<0.05) influenced by having a) a structured preclinical program or b) another dental residency program in the institution. Thirty-four programs (59 percent) responded to the survey. Twenty-six programs (76 percent of respondents) reported offering a structured preclinical component. Traditional teaching methods such as slides, live demonstration, DVD/CD, and animal cadavers were the most common teaching methods used, whereas online courses, computer simulation, and various surgical mannequins were least commonly used. The most commonly performed surgical procedures were conventional flaps, periodontal plastic procedures, hard tissue grafts, and implants. Furthermore, residents in programs offering a structured preclinical component performed significantly more procedures (P=0.012) using lasers than those in programs not offering a structured preclinical program. Devising new and innovative teaching methods is a clear avenue for future development in North American graduate periodontics programs.

Letters

Letters

Using adult learning concepts to create a positive pharmacy preceptorship experience

One of the most common teaching methods within the world of pharmacy is that of preceptorship. Preceptors facilitate the learning experience of students in a one-to-one relationship that helps to d...

Disconnections Between Teacher Expectations and Student Confidence in Bioethics

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.

Cultural Competence Teaching in U.S. Pediatric Clerkships in 2006

Cultural sensitivity may be especially important in the care of children, and national pediatric associations have issued policy statements promoting cultural competence in medical education. The authors conducted a national survey to investigate the current state of cultural competence teaching and learning within U.S. pediatric clerkships. The authors surveyed 125 U.S. pediatric clerkship directors concerning the presence or absence of cultural curricula, content, teaching methods, and evaluation. Question types were multiple-choice single/best answer, checklists, five-point Likert-type scales, and free-text responses. Of 100 respondents (80% response rate), most agreed or strongly agreed that teaching culturally competent care is important (91%), enhances the physician/patient/family relationship (99%), and improves patient outcomes (90%). Twenty four of 98 respondents (25%) reported cultural competence teaching. The most common teaching methods were lectures (63%), experiential learning through community activities (58%), and small-group discussions (54%). Only 14 respondents reported any curricular evaluation, the commonest methods being student surveys, clinical case presentations, and standardized patient experiences. Top factors facilitating curriculum development were culturally diverse populations of patients, students, faculty, and hospital staff, and faculty interest and expertise. Top challenges included lack of protected time for program development, funding, and faculty expertise. Few U.S. pediatric clerkships currently provide cultural competence curricula. The authors' suggestions to promote cultural competence teaching include providing faculty development opportunities and developing and disseminating teaching materials and evaluation tools. Such dissemination is important to graduate physicians, who can provide culturally sensitive pediatric care to the changing U.S. population.

Teaching psychology as a science in Italy

Teaching of psychology as a science in Italy has developed steadily over the last few decades. University programs have experienced growth and psychology programs in some secondary schools and in teacher training programs may be better developed than those in other countries. Italian secondary school programs last for 5 years, and psychology is taught every year for both semesters. A postgraduate course, which includes training in psychology, is now mandatory for all public school teachers in Italy, as well. The first level of university education in psychology now corresponds to “Class 34”, Psychological Sciences and Techniques, and includes courses such as: Behaviour and Social Relation Sciences; Clinical and Community Sciences; and Techniques and Psychology of Educational Relations. Each course contains different aspects of a fixed national curriculum. All share a general scientific focus and teach practical abilities in specific areas of psychology. Two types of degrees are possible for undergraduates. A 3‐year degree qualifies students to practice as a “psychological assistant” in a restricted range of areas. A 3‐year degree followed by an additional 2 years of study allows the graduate to practise as a psychologist. Graduate programs then provide specific specialization focus. At present there are over 500 psychology faculty members in Italian universities. Goals of university psychology programs are to facilitate student mastery of the wealth of information in the discipline and to prepare competent psychologists. The lecture is a common teaching method. In the last decade, many teachers have also adopted more active learning methods. Discussions of assigned readings are used. In addition, students engage in guided practice activities, conduct library research, participate in empirical studies, and write in‐depth papers on various aspects of psychology. Course grades are generally determined by written tests that include both multiple‐choice and free‐response items. Field placement is typically evaluated through written reports and practical exercises.

Undergraduate education in psychology: United States

Until the last quarter of the 19th century, many colleges and universities in the USA did not have separate departments of psychology. Now, psychology undergraduate degrees are among the most popular and frequently awarded in US higher education. Undergraduate psychology programs appeal to students for many reasons, including self‐understanding as well as their relatedness to other career paths of interest. Unlike undergraduate programs in most of the world, which are 5 years in length and designed to prepare professional psychologists, programs in the US are 4 years in length and do not prepare professional psychologists. Licensed psychologists in the US are generally required to hold doctoral degrees. Graduate programs to prepare psychologists are accredited by the American Psychological Association, but undergraduate programs vary widely and are evaluated by state and regional accrediting entities. Teaching methods, materials, and forms of student assessment also differ widely. Providing specific information about program and course requirements, because of this variation, is impossible. The majority of programs include a combination of general studies and psychology courses. Required psychology courses include general, developmental, social, history, learning, experimental, research, and statistics courses as well as seminars on other topics and require approximately 130 credit hours of total coursework. Lecture, discussion, peer‐tutoring, reading, written reports, and exams are common teaching methods. Most instructors require textbooks and supplemental readings as well. Since 1950, numerous groups have studied the undergraduate psychology curriculum. Recent efforts to clarify learning goals and outcomes for high school psychology courses and courses taught within the undergraduate psychology major have focused on establishing objectives, competencies, and content guidelines. Important work on assessing academic outcomes is ongoing, as are activities designed to internationalize the curriculum. Considering the dramatic achievements of the past decade, the future appears bright for the teaching of undergraduate psychology within US universities.

The Student Teacher as an Agent of Instructional Reform: Effects of Student Teachers on Supervising Teachers

The researchers conducted two studies to investigate whether supervising teachers occasionally learned current teaching methods from their student teachers. In the first study one hundred and sixty-three supervising teachers were surveyed about how they came to learn about 24 common teaching methods and instructional innovations. While the results showed that student teachers were not as influential a source of learning, as a teacher education program, for example, teaching methods that were frequently cited as having been learned from student teachers included process writing, manipulatives, individualized instruction, and cooperative learning. A qualitative follow-up study was conducted with 18 of the 107 teachers who had cited the student teacher as a source of their knowledge of an innovation. It supported the findings of the first study and added an overlooked element in the discussions of systemic reform, i.e., that student teachers are themselves agents of change in classroom practice.

Nutrition education: A survey of practices and perceptions in undergraduate dietetics education

Electronic mail messages linked to an online survey were sent to 281 directors of didactic and coordinated programs in dietetics to investigate coverage of nutrition education in undergraduate curriculua, perceived importance of topics, and perceived trends. Descriptive statistics and content analysis were performed on responses from 117 programs. Programs addressed nutrition education through a variety of methods and materials. Fifty-three percent (n=62) offered a course dedicated to nutrition education. The most common teaching methods were didactic (88%) and experiential learning (87%). Most of the topics investigated, including those addressed by the Commission on Accreditation for Dietetics Education Accreditation Manual, were viewed as important, very important, or essential. Perceived trends included increased use of technology, theories/models, client-centered education, cultural awareness, and behavior change. Eighty-eight percent of respondents indicated satisfaction with nutrition education curriculum strategies. Dissatisfaction was associated with inadequate time and resources, need for course improvement, and lack of control over experiences. Results may aid in curriculum development.