Current Teaching Methods Research Articles

Incorporating Visual Arts into English Language Teaching

Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.

Does the UK undergraduate medical curriculum prepare students in Oral and Maxillofacial Surgery? A scoping review.

Oral and Maxillofacial Surgery (OMFS) is one of 10 surgical specialties recognised by the General Medical Council (GMC). The GMC states that newly qualified doctors should be familiar with a wide range of specialties and should refer patients appropriately. However, inadequate awareness of and exposure to OMFS in UK medical schools have been widely reported. Two independent investigators conducted a scoping review of all published articles that have evaluated the preparation of students in OMFS in UK undergraduate medical curricula. Our inclusion criteria were UK studies, articles published since inception, OMFS education, and relevance for undergraduate medical students. Data were extracted in accordance with recommendations by the National Health Service (NHS) Centre for Reviews and Dissemination. These were then analysed by qualitative synthesis. Our initial search yielded a total of 351 articles. Following application of the exclusion criteria according to PRISMA guidelines, 11 articles were included in the final analysis. Four main themes were identified: exposure to OMFS in the medical school curriculum, knowledge of OMFS conditions, knowledge of OMFS career progression, and ability to refer OMFS conditions appropriately. A consistent finding was that most medical students felt that they had insufficient exposure to and awareness of the specialty. All the papers recommended the need for change in the existing undergraduate medical curriculum. This review shows an overwhelming need for further development of OMFS in undergraduate medical curricula in the UK. However, there is insufficient primary research to show how best to achieve this. We propose that future research should focus on improvements in the quality of the current teaching methods and the adoption of new innovations to inspire and educate future doctors.

An Annotated Bibliography of Key Studies in Medical Education in 2018: Applying the Current Literature to Pediatric Educational Practice and Scholarship.

Pediatric educators desire to and should strive to incorporate current educational methods and ideas into their professional practices. The overwhelming volume of medical education literature makes this difficult. This article provides an overview of 18 key articles from the 2018 literature that the authors considered impactful for the field of pediatric medical education. The author group has extensive combined leadership experience and expertise across the continuum of pediatric medical education and used an iterative, staged process to review 2270 abstracts from 13 medical education-related journals. This process aimed to identify a subset of articles that were most relevant to educational practice and scholarship and most applicable to pediatric medical education. Author pairs independently reviewed and scored abstracts and reached consensus to identify the abstracts that best met these criteria. Selected abstracts were discussed using different author pairs to determine the final articles included in this review. The 18 articles selected are summarized. The results showed a cluster of studies related to assessment, learner education and teaching, communication, and culture and climate. This review offers a summary for educators interested in remaining knowledgeable and current regarding the most relevant and valuable information in the field of medical education.

Employing visual thinking skills in the techniques of advertising art

The current research attempts to look into the modern trends in artistic education and teaching methods to upgrade some cultures of teaching art according to scientific methodology. It also works on enhancing current education methods to reach excellence in the process of teaching advertisement art techniques, where the research aims to take on skills of visual thinking and adopt them in preparing teaching units that represent weekly lectures for the students of the Department of Printing Design Techniques / First Grade, and develop their abilities in translating visual language carried in advertisements to a written phonic language that requires training on visual thinking skills. Therefore the zero assumption placed that there are no differences of statistic indication at level of indication of (0.05) between the average of degrees of trial group students and the control group in visual thinking test. As for the second chapter, it contained the theoretical frame that discusses two axes: Visual thinking and advertising. Actions came in third chapter where it contained research society and its sample and the research tool prepared by researcher as a test of visual thinking at the end of experiment. The fourth chapter reviews the results which showed that using visual thinking as a method to teach the subject of advertisement art techniques helped the learners understanding and active positive learning through the faster reaching of thoughts and information than the common method. The conclusions showed that there is a positive relation of statistical indication between visual thinking skills and teaching the subject of advertisement art techniques in a balanced form which helped on boosting concept abilities in the way that fits with art learner. The recommendations included: Adopting visual thinking skills in teaching subjects of design mark in different departments of Applied Arts Institute.

AN EVALUATION OF PEDAGOGICAL METHODS FOR ENGINEERING ETHICS EDUCATION

Canadian engineers are expected to uphold high ethical standards as part of their responsibility to the profession and society. This expectation is echoed in the CEAB graduate attributes and in the Ritual of the Calling of an Engineer [1],[2]. It is intended that students learn and develop their knowledge of engineering ethics during their undergraduate program, however, North American research in Engineering Ethics Education (EEE) has identified flaws and called into question the efficacy of the current teaching methods being used. Additionally, there is little empirical evidence available to generate any definite conclusions about the pedagogical nature or the efficacies of different EEE teaching methods. As an early phase of research on this topic, this paper presents an evaluation of literature to understand the current state of EEE in North America, including current perceptions of EEE methods and alternate models for EEE. A proposed research direction to begin identifying and understanding issues related to the teaching of engineering ethics is discussed.

IDENTIFY METHODS OF TEACHING AND LEARNING TO CREATE INTEREST, SELF-STUDY, AND CREATIVITY OF STUDENTS

Purpose: This research indicates the need to identify the right teaching and learning methods, ways to design teaching and learning methods for lecturers, and students in Vietnam's higher education system. From there, point out the limitations of current teaching methods and the advantages when teachers and learners design their new teaching and learning methods.
 Methodology: This research uses qualitative and quantitative research methods through interviews about teaching methods of lecturers and student learning methods; evaluation of lecturers and students about the advantages and disadvantages of the current teaching and learning method. Respondents included 1.000 students and 130 lecturers at several universities in the Ho Chi Minh City of Vietnam.
 Main Finding: Based on these data and analysis, this study shown a new paradigm in developing active teaching and learning methods for lecturers and students, optimal methods for achieving the expectations that teaching strategies and active learning by the instructors and students.
 Implications/Applications: This study contributes to the development of positive teaching and learning strategies, creating interest, and promoting students' self-study ability. The results will help lecturers, and students build proper teaching and learning strategies, creating funny, development capacity, and creativity of students.
 Novelty/Originality: The research, analyze and design the essential contents of the strategy development process for both teachers (lecturers) and learners (students). The main contributions of the research are the initial conditions necessary for teachers and students to develop effective teaching and learning strategies for themselves.

Simulation + student response systems = success

Simulation + student response systems = success

Conflicting thought styles? – Responsibility and accountability in the education of Swedish police officers

ABSTRACT This paper discusses how Swedish police education actors navigate the act of introducing new police officers to tasks in an organisation permeated by a new public management ideology. This study’s empirical data derive from four studies on intra-professional police educators and police probationers. By interpreting and analysing these data using a theoretical framework based on styles of thought and reflexivity, a picture of how Swedish police organisations contain two somewhat contradictory thought styles emerges. The findings indicate that a reflexive awareness of this situation is crucial for educators to properly prepare new police officers for complex and important tasks. This paper contributes to current vocational training and education methods by offering new perspectives on how professional development can be enhanced in law enforcement and similar occupations.

An Experiential Pattern-Matching Teaching Method: Unpacking the Process of Becoming

The new venture creation process is essentially different from the process of managing an established business. Scholars suggest that many current mainstream teaching methods and tools used in entrepreneurship education (EE) are rooted in classical economic theory and do not fully address the specific nature of new venture creation. They also point at a shortage of native EE methods and tools developed specifically for the early-stage new venture creation process. We respond to this challenge through (a) a careful scrutiny of one of the most popular EE tools—the Business Model Canvas and (b) a novel and native EE Experiential Pattern-Matching method to support and complement the Business Model Canvas (and other similar EE tools). We advance our theoretical understanding of experience-based learning in EE settings by embedding the Experiential Pattern-Matching method into a Dynamic Experiential Process Framework that assists entrepreneurship educators in developing effective curricula and improving individual- and team-based learning throughout the educational process of new venture creation.

Motivational Teaching Strategies within Saudi University EFL Classrooms: How to Improve Students’ Achievement?

Motivation is essential because it highly contributes to achievement. Teachers need to motivate their students in order to develop a positive outcome. Research on motivation for foreign language learning has shown that teachers should be aware of their actions and behaviors in classroom because it is very likely that they can demotivate learners. This study explores how motivational strategies used by English as a foreign language (EFL) teachers could increase the motivation of students to learn English as a foreign language. Participants included five EFL teachers along with one hundred first-year female students. The students completed a survey while the teachers took part in an interview. Both measures aimed to explore the attitudes of both teachers and students towards motivation in the foreign language classroom. Results showed that the most used motivational strategies were: resources that satisfy the students’ needs and interests, group work, active participation in class, and praises and rewards. The findings of this study can contribute to teachers’ knowledge of the motivational strategies that work best for students especially those that are pertinent to the Saudi context to improve their current teaching methods and can contribute also to further research on motivation.

The History, Current Role, and Future of Music Therapy in India: International Interviews with Prof. Dr. Sumathy Sundar and Aastha Luthra

This paper is based on an assignment conducted for a graduate music therapy course which included interviews with Prof. Dr. Sumathy Sundar and Aastha Luthra, both music therapists currently practicing in India. It is a compilation of personal communications and writings from Prof. Dr. Sundar and Luthra, with some additional background from Dr. Sangeeta Swamy, on the history, current role, and future of music therapy in India. It acknowledges the effects of colonization; outlines current music therapy educational practices, theoretical orientations, methods, instruments, populations, and settings; honors the cultural diversity of this complex country; and highlights the personal role that music can also play for music therapists. In addition, this paper seeks to increase the dialogue regarding both the challenges and sources of hope in building the future of music therapy in India.

Learning in 360 Degrees: A Pilot Study on the Use of Virtual Reality for Radiation Therapy Patient Education

BackgroundPatient education for external beam radiation therapy (EBRT) is traditionally delivered in verbal and/or written form, which may not provide a full picture of the complex, technical aspects of treatment. The purpose of this pilot study was to create and evaluate a prototype 360-degree virtual reality (VR) video outlining the technical aspects of EBRT to the pelvis as a supplement to traditional education methods. Materials and MethodsA prototype VR video was filmed to simulate the delivery of one fraction of image-guided EBRT to the pelvis. Patients having a radical course of image-guided EBRT to the pelvis were approached while on active treatment to participate in focus groups evaluating the prototype VR video. Focus group discussions were recorded, transcribed, and subjected to thematic analysis. ResultsAll patients were accrued from a single academic cancer centre in a large metropolitan area. In total, seven patients were enrolled to participate in the focus groups. Thematic analysis revealed 71% of participants felt the traditional patient education met their needs. However, 86% mentioned the education did not fully capture the treatment experience. Participants identified potential benefits of VR could include an increased understanding of the treatment process, specifically the spatial and acoustic aspects of treatment, as well as the potential to reduce anxiety in new patients. Timing was also important, with 86% of participants recommending VR video viewing before the first day of treatment. Participants provided feedback such as including two-dimensional elements in the VR video and other changes which could potentially make the viewing experience more realistic. ConclusionsTraditional teaching methods are seen as satisfactory by patients at our institution, but it is recognized that there is a gap in current education methods. An immersive VR education tool has the potential to enhance standard patient education, increasing understanding of treatment and decreasing anxiety.

Alignment of Ethics Curricula in Medical Education: A Student Perspective

Issue: Although there is consensus on the importance of including ethics in the medical school curriculum, there is wide variation in how this topic is taught. Recent literature also questions the effectiveness of current ethical teaching methods in changing student attitudes and future behavior. Furthermore, from the student perspective, there is a marked disconnect between the stated importance of and lack of effort in ethics courses. Evidence: Applying a student perspective of the hidden curriculum, as well as reviewing and applying insight from the available literature, we advocate for alignment of instructional design, content, and assessments. This article provides specific recommendations to increase student engagement in ethics courses and concludes by discussing whether a lack of engagement is attributable to intrinsic qualities of medical students in addition to pedagogical technique and educational setting and culture. Implications: This article has practical suggestions for medical educators to improve their ethics courses, leading to more well-rounded and thoughtful physicians.

INTEGRATING QUIZLET FOR IMPROVING STUDENTS’ UNDERSTANDING OF THE SCIENCE SUBJECT

Nowadays, educational institutions integrate the use of assessment tool due to its efficiency in engaging students during lesson. However, many teachers are still hesitated in integrating technology in classroom for many reasons such as lack of confidence in their IT skills, no exposure to the applications which are available online, time constraint and difficulties to change their current teaching method. Students however show their interests when exposed to new applications and they are keen to learn in an interactive environment which later could lead to better performance in the examination. To implement this, the teachers should keep up with students’ preferences and they should understand that an assessment tool should be incorporated in class not just because it is fun, but also because of its ability to help teachers in improving students’ learning outcomes. The purpose of this study was to determine the effect of Quizlet on students’ achievement on Science subject and also to determine students’ perception towards the use of Quizlet. A total of 77 form 1 students from four classes have participated in this study where their examination results of before and after using Quizlet in Science subject were taken. The result showed that there is a significant improvement in their Science subject achievement when using Quizlet. The survey result shows that the students’ perception towards the use of Quizlet are positive.

Teaching and Learning Methods in Geography Promoting Sustainability

Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

A scoping review of practical approaches to teaching clinical examination in UK undergraduate medical education

This article was migrated. The article was not marked as recommended. IntroductionClinical examination (CE) is a cornerstone of modern clinical practice. Proper CE is shown to reduce the risk of medical errors and prevents inappropriate use of diagnostic testing and imaging. Yet despite the impetus on effective training, national studies suggest that final year medical students lack adequate CE sills. There is heterogeneity of healthcare systems, cultures and resources hence it is prudent to assess what interventions are effective within which context. Therefore, the aim of this review was to scope the academic literature for current teaching methods and initiatives in place to teach CE to UK undergraduate medical students. MethodA search strategy consisting of 11 key terms and Medical Sub-Headings (MeSH) was developed performed in Medline, HMIC, Google Scholar and EMBASE. Two independent reviewers reviewed titles, abstracts or full text articles of relevant papers being assessed for inclusion. A narrative synthesis was undertaken of included papers to examine relationships or themes between studies. The most recent search was undertaken on 30th September 2019.ResultsFour papers were published between 2005 to 2013 describing teaching interventions that have been applied or developed for UK undergraduate medical students. Included articles described interventions all in secondary care settings focussed on musculoskeletal examination (n=3) and chest examinations (n=1) utlising simulation teaching (n=1), computer-assisted learning (n=1) and patient educators (n=2).Conclusions This review demonstrates a preliminary review of interventions but the accumulated knowledge is relatively immature. It represents an insight into current research on evaluated teaching methods to teach CE but also serves to highlights the vast paucity of available literature on evaluated generalizable interventions. Findings suggest a research agenda is needed to inform future efforts to identify initiatives to better teach CE. The results highlight the immediate focus must include developing ways to objectively evaluate and teaching interventions.

The dialogic relationship between literary texts and paintings and its application to Literary Education in High School

The object of the present paper is the functional utilisation of the artistic image in the teaching of literature in Secondary Education. The proposal for the introduction of paintings to literary education is founded on Bakhtin’s principle of dialogism. The wider spirit of the theory of dialogism allows us to detach the literary text from the solitude of its autonomy, connecting it not only to other literary texts but also to other forms of art, which unfold within a particular historical and cultural context. One example of the dialogic relationship between literature and painting could be the dialogue between Kostas Karyotakis’ poem ‘We are just some…’ and Egon Schiele’s paintings, which was deployed in a teaching session for Greek eleventh graders. The teaching course, which is described thoroughly in the article, gave prominence to the dialogic relationship between the poetic text and the artistic images on a thematic, on a style and on a sociohistorical level. It also brought out the students’ role as active participants in the dialogue between the poem and the paintings and as crucial agents of the completion and the renewal of their meaning. This sample teaching has proven that the utilisation of the visual artwork material can be fully incorporated into the implementation framework of the current teaching methods of literature, can reignite pupils' own interest in the ideas and expressive ways of poetry and initiate them successfully into the fundamental issues of art in general.

Comparison of Communication Skills in Dental Education between Korean and United States Dental Colleges

As the social interest in medical care has increased and the awareness and autonomy of patients have increased, the importance of communication skills with patients has been increasingly emphasized in providing high quality medical services. In medical education, such education has become an important area in medical school and lifelong medical education, with studies showing that communication skills can be improved through education and training, and that this learned communication skills can be maintained after becoming a doctor. The importance of communication education and research for dental college students is growing as practical examination on communication skills will also be introduced in dental license tests from 2021. Therefore, we aimed to find out the educational goals and educational methods of United States in which these studies are conducted and applied before our country, and compare them with Korean's current educational goals and methods, so that we can explore the desirable direction of education for dental college students in the future.

Queering the Curriculum: Why Music Therapy and Other Creative Arts Therapy Trainings Need Queer Theory

Music therapy academic faculty responsible for teaching the next generation of healthcare practitioners have a responsibility to ensure that the learning environment is one in which the principles of equity and inclusion are upheld and practiced. Without queer perspectives included in the curriculum, promotion and continuation of heteronormative and cisnormative attitudes and beliefs increase. As media, culture, and society reflect increasing awareness of and open-mindedness toward queerness, so does the opportunity for reflection and questioning regarding binary identities and exploration of the need to shift to fluid, spectrum identity categories. This questioning begins with perceiving that contemporary social identities are formed from a limited conception of a normative binary that recognizes only heteronormative and cisnormative sexual orientation and gender identities, which can be extended to other inadequate and unhelpful binaries, for example dis/abled and racial binaries that entrench prejudice. Reviewing current teaching environments and methods allows for consideration of how social constructions limit the capacity of educators to fully include attention to, and critique of, all thoughtless binaries – whether gay/straight, female/male, old/young etc. In this paper we reflect on and reveal predominant heteronormative and cisnormative values in music therapy education, advancing ways to make classroom and practicum settings a safe and exploring space, with the potential to positively impact all students and their current and future clients.

Effects of humanities quality education on residents standardized training students in Sichuan Province

Objective To study the current situation of humanistic quality education among residents standardized training students in Sichuan Province and analyze the effect, so as to provide references for the enhancement of humanistic quality education for these students. Methods Five 3A hospitals in Sichuan Province were randomly chosen as the object hospital, and 15 administrators, 500 teachers, 500 students and 300 patients were included. From the aspects of cognition, opinion and suggestion on humanities quality education, a questionnaire survey was conducted. SPSS 19.0 was used to analyze data. Results The humanistic quality education among students in these hospitals were not good. Among students, 43.1% believed that humanities quality education received deficient attention, and 71.7% thought that curriculum could not meet the training requirement; among teachers, 54.1% thought that teaching ability needed to be strengthened and 60.9% considered that the current teaching conditions and methods were not good enough. Conclusion Effect of humanistic quality education is not good and we suggest solving the problem through improving humanistic management, teachers’ construction, humanistic courses and assessment system. Key words: Resident standardized training; Humanities quality education; Strategies