Team Teaching Research Articles

Team and Transformative Teaching in the Criminology Classroom

Team and Transformative Teaching in the Criminology Classroom

The Vocational Ability, Vocational Motivation and Professional Identity of Xiamen University Teachers

With the rapid development of China's higher education, the quality of teachers is becoming more and more important. On the one hand, the vocational ability of college teachers directly affects the effectiveness of higher education; On the other hand, the vocational motivation of college teachers determines the efficiency of higher education. Therefore, whether from the perspective of higher education development, reform, or university management, it is of great theoretical significance and practical value to discuss the professional ability and motivation of university teachers.A modern higher education system cannot be separated from a stable and high-quality teaching team. In order to maintain the stability of the team and continuously improve the professional quality, it is necessary to cultivate the professional identity of college teachers. Professional identity is the recognition degree of college teachers to higher education. Only teachers with strong professional identity can devote themselves to the cause of higher education. Only by systematically summarizing the current situation of professional ability, professional motivation and professional identity of college teachers can we draw the map of college teachers deeply. At the same time, on the basis of the research data, the relationship between professional ability, professional motivation and professional identity can be deeply explored to explore the path to motivate the enthusiasm of college teachers. According to the components of vocational ability, vocational motivation and professional identity, interviews was utilized to determine the educational background and academic background, teaching skills, diversified teaching ability, project management ability, educational innovation ability, communication ability with students and parents, personal ambition, working environment, salary, social identity and career prospects. Salary satisfaction, welfare security satisfaction, personal value realization, social recognition and other dimensions, to deeply explore the professional characteristics of Xiamen university teachers. Through narrative inquiry , the present status of vocational ability ,vocational motivation and occupational identity was explored, and the generation mechanism of occupational identity is sorted out. Future directions of this study was presented as to exploring on other methodology and increasing the locale and sample size.

Research on Application and Quality Evaluation of Intelligent Teaching Model of AI Three Teachers in the Course of Motion Control Technology

Motion control technology is an important branch of automation, and is one of the important development directions of the emerging industry of high-end equipment manufacturing. As a comprehensive discipline with the intersection of mechanical, electrical and electronic, its teaching mode faces many challenges. There are practical problems that need to be solved, such as teaching content not matching seamlessly with post knowledge and skill literacy requirements, teaching project design is not high in modularity, and teaching evaluation system is not perfect. These problems seriously restrict the cultivation of students' technical practical ability. This project proposes the "intelligent teaching model of AI three teachers for the course of Motion Control Technology", which emphasizes student-centered, builds a core curriculum system that connects with the technology of field engineers in enterprises, and proposes the three-way collaborative teaching and education strategy of "vocational school Teacher + Al Teacher + enterprise tutor" to enable students to participate in learning in an all-round way. And timely access to feedback information, the formation of continuous improvement of the teaching cycle. Optimize the teaching team and teaching mode, improve the teaching quality, meet the diversified learning needs of students, and promote the continuous innovation and development of education and teaching.

Revealing Academic Stress in Medical Students of Cenderawasih University, Jayapura, Papua Province, Indonesia

The prevalence of stress experienced by Indonesian students is 36.7–71.6%. Academic stress also occurs in students in Papua. However, the causative factors have not been revealed. The aim of this study was to reveal the academic stress of medical students of Cenderawasih University and its related factors. The research used is cross-sectional, sampling technique uses purposive sampling, with a total sample of 188. The research was carried out in December 2023 at the Faculty of Medicine, Cenderawasih University, Jayapura. The result showed a significant and risky relationship with student academic stress are academic factors (p-value 0.018) RP=2,704, and health conditions (p-value 0.021) RP=5,143. All of these factors must be managed well by Medical education team management.

Team and Transformative Teaching in the Criminology Classroom

Since 2021 the level 300 unit at the University of Tasmania, “Working With Offenders”, has been offered as a winter-school intensive. This unit is predominantly undertaken by students studying in the Bachelor of Arts specialising in criminology, but also includes students studying law, psychology, social work, meaning there is a very diverse student cohort. This unit is designed to introduce students to the issues and processes associated with working with adults in prisons or under the supervision of community corrections. The unit explores issues pertaining directly to how best to work with a wide variety of people with offending histories. In this article we present an Australian case study and discuss the ways in which this unit offers an example of team teaching between an academic and a community corrections practitioner, utilising transformative teaching practices to engage students in applied, active learning, and assesses them through authentic assignments.

Efficacy evaluation of a high-precision simulator of posterior pharyngeal flap pharyngoplasty

BackgroundIn order to improve medical students' preclinical skills and enable them to quickly comprehend the procedure of posterior pharyngeal flap surgery, our teaching team developed a surgical simulator specifically for pharyngeal flap surgery. MethodsThirteen undergraduate students and eight first-year residents trained from March to May 2023, participated in simulated surgical training. Initially, multimedia was used to explain and demonstrate relevant anatomy, surgical principles, and procedural steps to them. This was followed by independent simulated surgeries by the students, culminating in the completion of a questionnaire. Independent samples t-test was used for statistical analysis. Results: Before the simulated surgery, the residents had a greater understanding of the surgical design compared to the undergraduate students. After the simulated surgery, the residents showed not only significantly higher levels of understanding of the surgical design, but also increased familiarity with the surgical process, and enhanced confidence in independent surgery compared to the undergraduate students. Both groups showed a notable increase in familiarity with the surgical process and confidence in independent surgery after the simulated surgery. ConclusionThe surgical simulator demonstrates high clinical fidelity and provides tactile feedback that closely resembles reality. It significantly enhances the understanding and mastery of surgical techniques for young doctors, ultimately improving their surgical skills.

2354 Clinical assessment and documentation of delirium in older patients undergoing vascular surgery: a quality improvement project

Abstract Introduction The Centre for Perioperative Care recommends the assessment and documentation of delirium using a validated tool such as the 4-AT in older people undergoing surgery. Aim This quality improvement project (QIP) aimed to improve the assessment and documentation of delirium in patients aged 65 and above following vascular surgery in a tertiary centre. Methods Patients aged ≥65 years who had undergone vascular surgery were identified and data was collected with access to the electronic patient record system. Analysis was carried out using Microsoft Excel and SPSS. Following baseline measurements taken in August 2023, 1 plan-do-study-act (PDSA) cycle was completed between September 2023–January 2024. Baseline measures Baseline data collected between August 1-31st 2023 identified 51 patients, of which delirium was screened using the 4-AT tool in 39.2% (n = 20), on average 90 hours post-operatively. The 4-AT was never documented in a consultant-led surgical post-operative review (100%, n = 51). There were clinical concerns of post-operative delirium documented in 7 patients, with the 4-AT documented in 5 of those cases. Intervention Interventions included stakeholder discussions to identify key barriers in the assessment and documentation of delirium, multidisciplinary team education and poster reminders across the ward. These were introduced between November–December 2023. Results Post-intervention results reviewed between 10th-31st January 2024 showed that the 4-AT was used to screen for delirium in 61.9% of patients (n = 13), on average 45 hours post-operatively. The 4-AT was never documented in a consultant-led surgical post-operative review. In addition, 2 patients developed delirium post-operatively with the 4-AT reported in both cases. Conclusions This QIP has demonstrated a marked improvement in compliance with national guidelines on the assessment of delirium, highlighting the impact of multidisciplinary education in improving the perioperative clinical pathway for older people undergoing surgery. Future PDSA cycles will focus on improving the documentation of 4AT in the post-operative surgical review.

The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century.

The immersive virtual world platform Second Life (SL) was conceived 25 years ago, when Philip Rosedale founded Linden Lab in 1999 with the intention of developing computing hardware that would allow people to immerse themselves in a virtual world. This initial effort was transformed 4 years later into SL, a universally accessible virtual world centered on the user, with commercial transactions and even its own virtual currency, which fully connects with the concept of the metaverse, recently repopularized after the statements of the chief executive officer of Meta (formerly Facebook) in October 2021. SL is considered the best known virtual environment among higher education professionals. This paper aimed to review medical education in the SL metaverse; its evolution; and its possibilities, limitations, and future perspectives, focusing especially on medical education experiences during undergraduate, residency, and continuing medical education. The concept of the metaverse and virtual worlds was described, making special reference to SL and its conceptual philosophy, historical evolution, and technical aspects and capabilities for higher education. A narrative review of the existing literature was performed, including at the same time a point of view from our teaching team after an uninterrupted practical experience of undergraduate and postgraduate medical education in the last 13 years with >4000 users and >10 publications on the subject. From an educational point of view, SL has the advantages of being available 24/7 and creating in the student the important feeling of "being there" and of copresence. This, together with the reproduction of the 3D world, real-time interaction, and the quality of voice communication, makes the immersive experiences unique, generating engagement and a fluid interrelation of students with each other and with their teachers. Various groups of researchers in medical education have developed experiences during these years, which have shown that courses, seminars, workshops and conferences, problem-based learning experiences, evaluations, teamwork, gamification, medical simulation, and virtual objective structured clinical examinations can be successfully carried out. Acceptance from students and faculty is generally positive, recognizing its usefulness for undergraduate medical education and continuing medical education. In the 25 years since its conception, SL has proven to be a virtual platform that connects with the concept of the metaverse, an interconnected, open, and globally accessible system that all humans can access to socialize or share products for free or using a virtual currency. SL remains active and technologically improved since its creation. It is necessary to continue carrying out educational experiences, outlining the organization, objectives, and content and measuring the actual educational impact to make SL a tool of more universal use.

A Case for the Use of Open Data as a Tool to Incorporate Socioscientific Topics into Neuroscience Education.

Education scholars have called for an increased focus on developing curricula based on culturally relevant pedagogy (Ladson-Billings, 1995). A key tenet of Ladson-Billings' (1995; 2014) theory of culturally relevant pedagogy is the development of students' sociopolitical consciousness, whereby students feel empowered and encouraged to evaluate and solve real-world interdisciplinary problems. Here, we propose that open science datasets could serve as a valuable tool for neuroscience educators to foster their students' sociopolitical consciousness. Using the open data available through the Seattle Alzheimer's Disease Brain Cell Atlas (SEA-AD) as a case study, this article will explore how open science can be leveraged as a tool to encourage socioscientific thinking amongst neuroscience students. We overview a collection of lessons created by the Allen Institute's Education & Engagement team that provides a scaffolded exploration of an open science resource through a socioscientific lens. We supplement our discussion of the lessons with feedback from students who completed the lessons during a day-long workshop hosted at the Allen Institute in Seattle, WA. We conclude by reflecting on the future role this type of interdisciplinary, open science-based approach to curricula could have across neuroscience education more broadly.

Retraumatization in Undergraduate Medical Education: Evaluating the Prevalence and Support Resources Available to Students

Background: Retraumatization is the conscious or unconscious reminder of past trauma that results in a re-experiencing of the initial traumatic event. This phenomenon has been well-studied in primary and secondary education and has been shown to negatively impact the learning environment. Retraumatization in the context of undergraduate medical education has yet to be evaluated. Therefore, we sought to explore the prevalence of retraumatization in medical students, identify specific areas of UME that are retraumatizing, and evaluate effectiveness of psychological support available to students. Methods: A survey was created by a multidisciplinary team of health professions educators, revised through an iterative process, and distributed to all medical students at a single, large, academic institution. Respondents who endorsed prior trauma exposure met inclusion criteria for completing the survey. Data was analyzed using Microsoft Excel. Results: Of the school’s 1400 students, 85 responses were recorded for a response rate of 6.07%; this consisted of 20 males (23.5%), 46 females (54.1%), and 19 nonbinary (22.4%) students. 32 (37.6%) students reported no prior trauma and were excluded from survey completion. Of the 53 (62.4%) students completing the survey, retraumatization was experienced by 32 students (60.4%), which represents a prevalence of 37.6% among all medical students surveyed. 50% of females (n=23), 10% of males (n=2), and 36.8% of nonbinary (n=7) students reported retraumatization. Clinical rotations were identified as a retraumatizing setting by 59.3% (n=19) of students. Despite the availability of support services, 11 students (20.8%) reported being unaware of them when experiencing retraumatization. When asked about utilization of services, the majority of those who had experienced retraumatization did not utilize them (65.6%, n=21). Conclusion: Retraumatization is occurring in undergraduate medical education, particularly in the clinical years. Medical schools should attempt to enhance the ease of utilization of support resources to improve the learning environment for students.

The distinctive speed-related strength of the arms and its relationship to the precision of completing the smashing skills in volleyball among the players of the Karbala Governorate Education Team for middle schools

The research was divided into four chapters, the first of which included an introduction and discussion of the research's significance. Speed is one of the most significant physical qualities for enhancing performance levels in various sports events and activities. In volleyball, the importance of research is stressed in how to increase strength defined by speed in volleyball players' arms. As one of the reasons for increasing the degree of performance in the precision of smash hits. The research topic focuses on players' weaknesses in the speed and accuracy of smash hit performance as a result of a deficiency in their arm power, which is defined by speed. As for the aim of the research, it is to identify the power characterized by speed for the arms and its relationship to the accuracy of the performance of the smash hit skill in volleyball. The researcher used the descriptive method and the research sample was selected from volleyball players for the Karbala Governorate Education Team for middle schools. To process the data, the researcher used statistical methods represented by the arithmetic mean, standard deviation, percentage and Pearson correlation coefficient. In the third chapter, the researcher presented and discussed the results, where the arithmetic mean and standard deviation of the research variables were extracted, and the researcher came out with the following conclusions, including: - There is a significant correlation between the crushing hit in volleyball by the front line players and the distinctive speed strength of the arms in the research sample. The most important recommendation was to provide special training to develop the distinctive speed strength of the arms of volleyball players.

Pedagogical infrastructures in multidisciplinary technology education

AbstractIn multidisciplinary technology education, teachers work together to support pupils in designing with technology. The different forms of support are based on establishing pedagogical infrastructures for pupils’ learning of technology. Although previous studies have identified the main forms of pedagogical infrastructure, how they can be leveraged in collaborative technology education remains elusive. This study adopts the perspective of teaching teams in exploring the kinds of pedagogical infrastructures involved in the collaborative planning and implementation of support for learning by collaborative designing (LCD). The data consist of semi-structured interviews with 11 technology education teaching teams. The participants were 21 experienced in-service teachers who worked in primary, secondary, and general upper secondary schools. A multiple case study approach was applied to identify the differences between the teaching teams in the planning and implementation phases. The data were analyzed following the principles of qualitative content analysis. The findings revealed that the application of pedagogical infrastructures varied during the teaching teams’ process of collaboration. In the planning phase, support was mainly based on establishing material-technological infrastructures. In the implementation phase, teachers often leveraged scaffolding and epistemological infrastructures. Pedagogical infrastructures were mostly targeted for the early stages of the LCD process, as well as in the stage of experimenting and testing design ideas.

Discussions on the Construction of “Double-Qualified” Teachers in Higher Vocational Colleges

Creating a “double-qualified” teacher team is an important content in the construction of a higher vocational college teacher team. This paper probes into the significance of the construction of “double-qualified” teachers in higher vocational colleges, and deeply analyzes the problems existing in the construction of “double-qualified” teachers’ training base, the institutionalization of “double-qualified” teacher rotation training, the regularization of cooperation with enterprises, and the rationalization of incentive mechanism. Therefore, it is of great practical significance to strengthen the theoretical research and practical exploration of the construction of “double-qualified” teachers.

Evidence-Based Practices for Evaluating Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language for Special Education Eligibility

Purpose: Many young children who are deaf/hard of hearing (D/HH) using listening and spoken language (LSL) demonstrate improved spoken language outcomes. Anecdotally, one cascading effect of these improved outcomes is that many children are not qualifying for continued services at the age of 3 years during the Individuals with Disabilities Education Act (IDEA) of 2004 Part C to Part B transition due to norm-referenced language performance within the average range. Although norm-referenced performance is one metric for determining language delay and is heavily relied on by educational teams, these siloed measures do not reflect listening, language, and learning demands of a typical preschool classroom. This tutorial highlights the research-to-practice gap currently existing in school-based contexts when evaluating a young child who is D/HH using LSL for special education services. Conclusions: An evidence-based framework for ecologically valid, school-based evaluations during the transition period from IDEA (2004) Part C to Part B for young children who are D/HH using LSL between 30 and 35 months of age is presented that balances sensitivity with feasibility. With a particular emphasis on assessment practices for spoken language, the framework connects the purpose of special education eligibility evaluations with evidence-based practice guidance from the literature. Supplemental Material: https://doi.org/10.23641/asha.26359642

Research on Reform and Innovation of Teaching Models of Public Safety Education Programs in Higher Education

This paper combines the characteristics of higher education and the characteristics of the discipline of safety engineering to reform and innovate the teaching mode of public safety education courses. In the form of a teaching team, we jointly discuss and develop a set of innovative teaching mode including teaching plan, lecture form, after-school activities arrangement and other detailed steps, and formulate a detailed implementation plan including teaching experiment design, teaching practice selection, and effect return visit analysis.

Internal Medicine Acting Internship Trends in Rotation Structure and Student Responsibilities: Results from a 2023 National Survey.

The acting internship (AI) in internal medicine plays a key role in the transition from medical school to residency. While there have been recent changes in medical education including a pass/fail USMLE Step 1 and increasing use of competency-based assessment, there has not been a large survey of the state of the AI in many years. To assess the current landscape of the internal medicine AI and identify areas in need of standardization. This was a voluntary online survey of medical schools in the United States (U.S.). Course directors of the AI rotation at U.S. medical schools. Number of AI rotations required for graduation, length of AI rotation, types of services allowed for AI, clinical responsibilities of students, curricular components. Response rate was 50.7% (71/140 LCME accredited schools). All responding institutions require at least one AI for graduation, with nearly all schools integrating students into resident teaching teams, and almost half also allowing AI students to work on hospitalist services. Students carry 3-4 patients per day on average with a maximum of 5-6 in most institutions. Students are responsible for most aspects of patient care including notes, orders, interprofessional communication, and transitions of care. Night call or night float responsibilities are infrequently required. The structured curriculum published by AAIM is used by only 41% of schools. The internal medicine AI continues to be a staple in the medical school experience, but there is variation in the structure, curriculum, and expectations on the rotation. Opportunities exist to improve standardization of the AI experience and expectations to better prepare medical students for the transition from medical school to residency.

Exploration of Innovative Teaching Paths in the Classroom of “The Outline of Modern and Contemporary Chinese History”

The purpose of “The Outline of Modern and Contemporary Chinese History” is to help college students grasp the entire process of historical development, summarize experiences correctly, understand the national history and conditions, deeply understand why history and the people made the “four choices,” and stimulate their patriotism, national pride and self-confidence. This article is based on the reform of multimedia teaching methods and carries out the construction of the “Outline” course from six dimensions: improving teaching methods, strengthening teaching material construction, improving online teaching, extracurricular training mode, strengthening teacher team construction and reforming the examination system. Efforts are made to build this course into a high-quality course, making it a course that college students truly love and benefit from.

Special Exercises to Develop Some Visual Abilities and Defensive Movement Skills for Players of the Middle Euphrates Education Handball Teams

The purpose of this paper is to preparing special exercises to develop some visual abilities and the skill of defensive movements for the players of the educational teams of the Middle Euphrates in handball, preparing tests for some visual abilities for the players of the educational teams of the Middle Euphrates in handball, and identifying some visual abilities and defensive movement skills of players of the Middle Euphrates handball teams. The research objectives addressed by the researchers are what determine the nature of the method used, so the researchers used the experimental method in the style of two equivalent groups (control and experimental) with pre- and post-tests to suit the research objectives. The research community was determined by handball players for the teams of the Middle Euphrates region's education affiliated to the general education directorates in the governorates, distributed according to the governorates (Karbala, Najaf, Babylon, Muthanna, Diwaniyah), totaling (150) players. The research sample was chosen randomly and represented the players of the Karbala Education team affiliated to the holy Karbala Governorate, numbering (30) players who represent if the goalkeepers were excluded due to the specificity of the exercises, numbering (2) and (4) players were absent from performing the exercises, and the total number of the sample became (24) where they were randomly divided into two equal groups (control and experimental) with (12) players for each group, thus representing the research community, its sample and the percentage. The exploratory sample was 8 players from the Education of Babylon Governorate. One of the most important results reached by the researcher is that: The tests prepared by the researchers gave real results for visual abilities in handball, and the special exercises contributed to developing visual abilities and the skill of various defensive movements better among the members of the experimental group. One of the most important recommendations recommended by the researchers is that: Necessity of using special exercises to develop special visual abilities and the skill of defensive movements that were not studied with the same sample and other samples, and preparing special tests for visual abilities for each game according to the nature of its performance and needs

Reflections: Putting Theory into Practice

This reflection includes my transformative educational journey as a graduate student. The journey includes early professional experience at a startup then shifts to the pivotal role of teachers in the learning process. These early experiences led to my decisions to pursue graduate studies in adult learning and human resource development. Reflecting on transformative learning experiences, I explore the often-overlooked realm of teacher support and development, delving into an integrative literature review on sociocultural factors contributing to teacher burnout and strategies for mitigation. The reflection highlights the findings from the integrative literature review including the interconnectedness of internal and external factors impacting teacher wellness, emphasizing self-efficacy and external support structures as crucial elements which were also personal and evident in my own life. I presented at the AAACE conference where these findings were also evident in the lives of attendees. I now lead a diverse team of teachers where I apply these lessons learned daily, advocating for structural supports to safeguard teacher commitment and combat burnout. The reflection underscores the intrinsic value of teachers as the “secret ingredient” in education and the ongoing quest to sustain their passion and well-being.

The Tpack model as a hybrid training oportunity in masters and postgraduates degrees

In the 2020-2021 academic year, during the pandemic, the teaching team of the Master Social and Educational Interventions of the University of Barcelona applied the Technological Pedagogical Content Knowledge (TPACK) model, which integrates technology in the teaching-learning processes (Mishra & Koehler, 2006). A participatory evaluative research (Redice Redice20-2861), with the participation of faculty and students involved, was carried out to identify the elements that facilitate and hinder virtual teaching, to know the impact of its application and to formulate recommendations applicable to online university higher education. A mixed quantitative and qualitative methodology was used, employing different instruments such as questionnaires, focus groups, interviews and observations during the 2020-2021 academic year, analyzed with NVivo 11, Atlas.ti 8.0 and Excel. The results obtained show that the application of digital environment activities within face-to-face training improve, among others, the connection with the professional world and offer dynamization strategies in the classroom that contribute to the creation of learning communities as an effective strategy.