Didactic Content Research Articles

EVOLUCIÓN DE LAS CONCEPCIONES DOCENTES SOBRE LAS ACTIVIDADES PRÁCTICAS DE LABORATORIO A PARTIR DE UNA FORMACIÓN DE POSGRADO REFLEXIVA

Las creencias o concepciones que poseen los docentes sobre determinados contenidos, en este caso sobre las actividades prácticas de laboratorio en Biología, tienen una fuerte influencia en la enseñanza. Por este motivo es imprescindible ocuparse de ellas y analizar como transformarlas. En este caso se hizo mediante una intervención didáctica en un seminario de posgrado en la Universidad Nacional de Tierra del Fuego Antártida e Islas del Atlántico Sur, Argentina. El grupo de cursantes, estuvo conformado por 4 profesoras con características y perfiles diversos. Se empleó una entrevista basada en un cuestionario que se analizó cualitativamente utilizando el método comparativo constante. En las profesoras en formación de posgrado (PFP) existen concepciones y creencias sobre las actividades prácticas de laboratorio similares a las halladas en otros estudios. Además reconocen que les cuesta salir de las prácticas tipo receta y de su zona de confort, por añadidura piensan que esta situación también se produce en los estudiantes. Se observan diferencias entre las PFP con y sin experiencia docente ya que las que no poseen experiencia plantean temores en relación a la conducta de los estudiantes. También hay diferencias importantes entre las profesoras que poseen formación inicial como docentes y aquellas que se formaron solamente en la disciplina Biología (o afín). Se ha hallado que es necesario considerar las emociones y el dominio afectivo como parte del Conocimiento Didáctico del Contenido (CDC) sobre las actividades practicas. Las PFP dieron cuenta de algunos obstáculos epistemológicos que dan forma a su CDC y de alguna manera condicionan su desempeño durante las actividades de laboratorio. Estos están relacionados con cuestiones personales y de formación, de contenidos, relacionadas con estudiantes e institucionales. Es necesario diseñar un proceso de formación continua específico con el objetivo de promover el cambio de las creencias previas.

EXPERIMENTAL PROGRAMME ON THE UDMURT LANGUAGE AND CULTURE FOR PRESCHOOL CHILDREN IN A POLYETHNIC REGION

The paper discusses the issues of teaching nationality languages of Russia to preschool children, taking the Udmurt language and culture as an example. The relevance of the study is dermined by the scientific data according to which ethnic stereotypes in behaviour are formed most intensively in preschool age. Getting acquainted with new cultures and languages is particularly important for preschool education in multinational regions as it prevents the development of ethnocentric personalities. The paper aimed at a detailed analysis of the didactic and substantive content of the educational programme “Zarni bugor” (“Golden ball”) (hereinafter referred as the Programme) with the elements of teaching the Udmurt language to children from 4 to 7; the Programme is to be realised within three years in the Russian group of kindergarten № 5 in the town of Agryz, Republic of Tatarstan. The novelty of the Programme lies in introducing the Udmurt language (along with Tatar and Russian) into the educational process of the kindergarten. The research methods are theoretical (the study of academic literature on the problems of intercultural education in a multi-ethnic region) and empirical (observation and behavioral analysis of preschoolers). The system of exercises included into the Programme, its content, the forms and methods of teaching preschoolers present a consistant didactic material for teaching the Udmurt language and culture in this age group. The programme is expected to provide a high level of intercultural competence corresponding to the age of children, it is supposed to arouse their interest in the Udmurt language and culture, make them open for perception of other cultures.

Teaching Epidemiology Online (Pandemic Edition).

In response to the threat posed by the COVID-19 pandemic, many universities are encouraging or requiring online instruction. Teaching an epidemiology course online is different in many respects than teaching in person. In this article, we review specific approaches and strategies related to teaching epidemiology online during the pandemic and beyond, including a discussion of options for course format, grading and assessment approaches, pandemic-related contingencies, and the use of technology. Throughout this manuscript we present practical, epidemiology-specific teaching examples. The pandemic has served to heighten our awareness of concerns related to student health and safety as well as issues of accessibility, equity, and inclusion. Moreover, we also examine: 1) how the lessons learned about the practice of epidemiology during the pandemic can be integrated into the didactic content of epidemiology training programs and 2) whether epidemiologic pedagogy and teaching strategies should change in the long term, beyond the COVID-19 pandemic. Our goal is to present a practical overview connecting pandemic-era online teaching with thoughts about the future of epidemiologic instruction.

Patient care, public health, and a pandemic: adapting educational experiences in the clinical years.

The University of Wisconsin Madison School of Medicine and Public Health rapidly adapted its four‐year, three‐phase medical doctorate clinical curriculum at the onset of the COVID‐19 in Spring 2020. Medical students in clinical rotations, our Phase 2 and 3 of the ForWard curriculum, temporarily stopped face to face care of patients, transitioning instead to online learning. For Phase 2 students, this single 12‐ week interim course included didactic content from all required integrated blocks and the creation of a new content which taught public health principles in the context of historical pandemics. Phase 3 students were rescheduled into online electives, which course directors had offered in the past and agreed to offer again during this time. All Phase 3 students participated in a Public Health Preparedness course after its rapid redesign for online delivery and scaling for an entire class. Phase 2 students returned in July 2020 to abbreviated 8‐week integrated blocks that retained approximately 83% of the clinical time students would have received in the intended 12‐week integrated blocks. This was possible through the frontloading of teaching sessions to the interim course and creative scheduling of clinical experiences. The 2015 curricular redesign to the integrated curriculum facilitated effective coordination and teamwork that enabled these thoughtful, rapid adjustments to the curriculum.

Aplicativo móvel para avaliação, prevenção e tratamento da dermatite associada à incontinência

OBJETIVOS: Desenvolver um aplicativo para auxiliar na avaliação, prevenção e tratamento da dermatite associada à incontinência. MÉTODO: Estudo aplicado à produção tecnológica na área da saúde. Para o design do aplicativo, foram elaborados: conteúdo didático, definição dos itens relacionados à avaliação, prevenção e tratamento da dermatite associada à incontinência e foi feita a seleção das mídias. Foram escolhidos os dispositivos do aplicativo. Na fase de implementação, os dispositivos e os recursos tecnológicos foram instalados, e foi construído um ambiente para baixar o aplicativo na Internet e implementar a funcionalidade do aplicativo móvel. RESULTADOS: Após revisão integrativa da literatura, foi desenvolvido o DIAPERSKIN com 22 telas e 8 figuras. Ele foi registrado no Instituto Nacional da Propriedade Industrial sob o número BR-51-2018-000-720-1 e está disponível gratuitamente no Google Play Store. CONCLUSÃO: Foram descritos o planejamento e desenvolvimento, com base em evidências, de um aplicativo móvel para a avaliação, prevenção e tratamento de DAI, o qual poderá ser útil durante a assistência, na avaliação de pacientes, seleção de ações preventivas e na indicação do tratamento, assim como para a educação continuada de profissionais da enfermagem por meio do uso da tecnologia de fácil utilização.

Online Opioid Stewardship Training for Long-Term Care Staff

Opioids are often the first-line chronic pain management strategy for long-term care (LTC) residents who are also at increased risk for opioid-related adverse events. Therefore, there is a need to train LTC providers and staff about appropriate opioid use and alternative treatment strategies. Our interdisciplinary team worked with LTC partners to identify staff educational needs around opioid stewardship. Based on this need’s assessment, we developed eight modules about opioid use and risks for older adults, including those with dementia, recommendations for de-prescribing including other pharmacological and non-pharmacological alternatives, SBIRT, and motivational interviewing to determine “what matters”. Each 20-minute module contains didactic and video content that is appropriate for group staff training or individuals and provides rural LTC facilities access to needed training in their home communities. Within the first month of launching online, the program received over 1100 hits and LTC partners are incorporating modules into clinical staff training schedules.

Computer- vs. nurse practitioner-delivered brief intervention for adolescent marijuana, alcohol, and sex risk behaviors in school-based health centers

BackgroundThis study examined approaches to delivering brief interventions (BI) for risky substance use and sexual behaviors in school-based health centers (SBHCs). Methods300 Adolescents (ages 14–18; 54 % female) with risky marijuana and/or alcohol use identified via CRAFFT screening (scores >1) were recruited from two SBHCs and randomized to computer-delivered BI (CBI) or nurse practitioner-delivered BI (NBI). Both BIs included motivational and didactic content targeting marijuana, alcohol, and risky sexual behaviors. Assessments at baseline, 3-month, and 6-month follow-up included past 30-day frequency of marijuana use, alcohol use, binge drinking, unprotected sex, and sex while intoxicated; marijuana and alcohol problems; and health-related quality-of-life (HRQoL). A focused cost-effectiveness analysis was conducted. An historical ‘assessment-only’ cohort (N=50) formed a supplementary quasi-experimental comparison group. ResultsThere were no significant differences between NBI and CBI on any outcomes considered (e.g., days of marijuana use; p=.26). From a cost-effectiveness perspective, CBI was ‘dominant’ for HRQoL and marijuana use. Participants’ satisfaction with BI was significantly higher for NBI than CBI. Compared to the assessment-only cohort, participants who received a BI had lower frequency of marijuana (3-months: Incidence Rate Ratio [IRR] = .74 [.57, .97], p=.03), alcohol (3-months: IRR = .43 [.29, .64], p<.001; 6-months: IRR = .58 [.34, .98], p = .04), alcohol-specific problems (3-months: IRR = .63 [.45, .89], p=.008; 6-months: IRR = .63 [.41, .97], p = .04), and sex while intoxicated (6-months: IRR = .42 [.21, .83], p = .013). ConclusionsCBI and NBI did not yield different risk behavior outcomes in this randomized trial. Supplementary quasi-experimental comparisons suggested potential superiority over assessment-only. Both NBI and CBI could be useful in SBHCs.

Pharmacy student perception of a remote hypertension and drug information simulation‐based learning experience in response to the SARS‐CoV‐2 pandemic

AbstractIntroductionSevere acute respiratory syndrome coronavirus‐2 (SARS‐CoV‐2) has required pharmacy educators to redesign or create new simulation‐based learning (SBL) activities to ensure achievement of accreditation standards and ensure practice‐ready pharmacists. Little is known regarding student perception of SBL activities conducted across the Doctor of Pharmacy (Pharm.D.) curricula during the SARS‐CoV‐2 pandemic.ObjectiveTo assess first‐year Pharm.D. students' confidence in performing manual blood pressure techniques, drug information, and communication skills through a remote SBL.MethodsA pre‐ and post‐simulation survey was administered to Pharm.D. students enrolled in a first‐year pharmaceutical skills course who completed a remote SBL activity. The students' perception of their confidence performing manual blood pressure technique, utilizing drug information resources, and communication skills was assessed in addition to overall experience and challenges with conducting a remote SBL activity.ResultsA total of 87 students completed the SBL activity. The response rate for the pre‐ and post‐simulation survey were 95% (n = 83) and 62% (n = 54), respectively. Significant improvements in perceived confidence in performing manual blood pressure techniques, utilizing drug information resources, and communication skills were observed. A majority of students agreed or strongly agreed that the remote SBL activity was valuable and allowed for the application of didactic content. Qualitative feedback was analyzed using thematic analysis and indicated that the remote setting was challenging to perform manual blood pressure assessment and to interact with a standardized patient, although the feedback was positive for improving drug information and communication skills. Only five students (9%) who completed the post‐simulation survey reported technology issues.ConclusionThe introduction of a remote SBL activity for first‐year Pharm.D. students improved confidence in ability to perform many essential tasks to provide optimal care for patients with hypertension. This included an improvement in confidence in manual blood pressure assessment, the ability to use drug information resources, and communication skills. We could not conclude whether the improvement in confidence was a direct result of the remote SBL activity. Overall, technology did not appear to be a barrier to the implementation of a remote SBL activity.

A lesson involving nursing management of diabetes care: Incorporating simulation in didactic instruction to prepare students for entry-level practice

BackgroundDiabetes is a global health problem requiring nursing students demonstrate a thorough understanding for NCLEX and entry-level practice, although clinical opportunities are increasingly limited, especially for Associate Degree Programs. MethodA Simulation-based Education was incorporated in a didactic lesson to improve diabetes nursing care. Knowledge, confidence, application and relevance were measured using Wilcoxon signed-rank, Chi-square and Kruskal-Wallis analyses. ResultsStudent (n = 46, 85% female) perceived knowledge of glycemic management (post > pre, p < 0.0001), confidence administering insulin (post > pre, p < 0.0001), and clinical relevance improved. Confidence increased among three cohorts per Kruskal Wallis H test (x2 = 7.76, p = 0.021). Increased confidence correlated with relevance (x2 = 30.965, p = 0.009) and prior understanding of therapy (x2 = 26.538, p = 0.033). ConclusionReinforcing didactic content through simulation enhanced student mastery of diabetes nursing care. Additional pedagogical strategies are warranted for NCLEX preparation and entry-level practice.

Preparing Nurse Practitioner Students to Practice in Rural Primary Care.

Gaps remain in rural primary care. To fill this gap, nurse practioner (NP) graduates may need additional training using a rural-specific curriculum framework to be ready to practice in rural primary care. Ten NP students participated in a 16-week rural immersion. Preand postsurveys, online journaling, self-guided testing, simulation events, and postcourse focus groups were used to evaluate student progress using directed content analysis to identify key themes and to verify, organize, and categorize the collected data. Students reported gains in rural culture competence, increased skills in health literacy and patient advocacy, improved communication and negotiating ethical issues with patients, and increased awareness of challenges in rural health care and the importance of resilience. An immersion learning experience with targeted didactic content and clinical practicum in rural primary care can help to enhance NP students' confidence and technical abilities for providing optimal rural primary care. [J Nurs Educ. 2020;59(10):581-584.].

The Hidden Curriculum of the COVID-19 Pandemic.

The Hidden Curriculum of the COVID-19 Pandemic.

Northwestern University Feinberg School of Medicine.

Northwestern University Feinberg School of Medicine.

Telehealth educational interventions in nurse practitioner education: An integrative literature review.

Telehealth is a solution to combat multiple health care problems such as lack of access, provider shortages, increasing health care expenditures, and a growing number of people living with chronic conditions. Nurse practitioner students are not adequately educated in telehealth and may be unprepared to use it in their future careers. To evaluate the efficacy of telehealth educational interventions synthesizing current literature. Using PubMed and Cumulative Index to Nursing and Allied Health Literature databases, a search was conducted in October 2019 for peer-reviewed articles in English using search terms "telemedicine," telehealth," "ehealth," "mhealth," and "mobile health," along with "graduate nursing education" and "nursing education." A total of 15 articles were included for review. Minimal nurse practitioner student education should include didactic content and student projects because of the ease of implementation. When telehealth didactic education is combined with experiential learning such as simulation and clinical experience, the benefit is greater. The identified methods for increasing telehealth education should be implemented to prepare nurse practitioner students because telehealth continues to grow and become a vital part of American health care. Telehealth educational resources should be increased, as telehealth is only as useful as providers are prepared to use it.

Presentation and Evaluation of the Teacher's Vocal Health Guide

in order to contribute of the collective actions of the teacher's vocal health, the specific goal was to build a guide gathering the appliable didactic content in these actions. That being, the stages performed in the instrument elaboration of the denominated Teachers' Vocal Health Guide (TVHG) will be presented. The elaboration process of the guide is composed of three stages: (1) parameter selection to compose the guide based on a literature review; (2) submission to a specialist examining board, with the calculation of the Content Validity Index (CVI) and the Kappa agreement coefficient; (3) content validation - the instrument was submitted to an analysis of a judges committee, and from the results the Cronbach Alfa coefficient and the CVI were calculated. The elaboration of the TVHG underwent three stages. In the first stage, called parameter selection, 20 didactic contents were found, consisting of 14 theoretical and six practices. In the second stage, an evaluation of the guide was performed by a specialist examining board and two contents were excluded since their CVI was below 8. The result of the Kappa Coefficient Calculation was 0.281. In the third stage, the TVHG underwent evaluation of a new group denominated judges committee, and the items were punctuated as very relevant and completely relevant. The result of the Cronbach Alfa coefficient for the instrument with 18 items was 0.721, and this value categorizes the instrument as valid. It is necessary to continue the process of instrument validation, possibly investigating the applicability of TVHG in the teachers' opinion. The current study presents the TVHG from the description of the three stages performed to elaborate a systematized instrument denominated TVHG, which suggests a gathering of didactic content that are appliable in collective actions of vocal health with this professional category.

Flipping Laboratory Sessions: An Experience in Computer Science

This paper reports our experience in flipping a second- year undergraduate course on software architecture and integration, taught in the second course of a Software Engineering degree. We compare the application of the flipped-classroom methodology with a traditional methodology. Our study encompasses two academic courses, in the years 2017 and 2018, and involves a total number of 434 students and 6 lecturers, placing this among the largest studies on flipped-classroom to date. The paper also reports on the production of the videos used with the flipped-classroom methodology, recorded by the lecturers in informal settings, and provides several lessons learned in this regard. The results of the study, backed by a solid statistical analysis of the data, demonstrate the suitability of the flipped-classroom methodology for laboratory sessions in the subject course. Among other results, our analysis concluded that students had on average 24 more minutes per session to solve in-class exercises with the flipped-classroom methodology; more than 70% of the students considered that the quantity, duration and didactic content of the videos were (very) appropriate; and 9 out of every 10 students would prefer this methodology in the laboratory sessions of future courses rather than a traditional face-to-face approach.

Триады в тексте «Истории Усун Дебескерту-хана»

Introduction. Long before the creation of a national writing system, the Oirats (Kalmyks) had developed a unique oral poetic tradition. By the late 17th century, there appeared a large number of translated poetic works distinguished by genre and artistic diversity. Oirat scholars would insistently turn to the rich oral poetic heritage. And triads were one such most ancient type of aphoristic poetry, their genre characteristics still remaining a matter of debate: some classify them as riddles, others as proverbs — but it is universally accepted that triads hold a special place in the oral poetic tradition. Triads were used not only by medieval authors but have also been turned to by modern Kalmyk writers. Goals. The article introduces into scientific discourse a text of the Oirat version of The Story of Usun Debeskertu Khan which contains triads and quatrains; analyzes didactic contents of the literary triads and compares them to oral (folk) ones. Materials and Methods. The work primarily employs the comparative analysis method. Despite triads have been published in a number of folklore collections (along with proverbs and riddles), their contents have never been investigated in the context of written monuments. Results. The wide use of triads in ancient oral poetic traditions of Mongolic peoples is evidenced by works of researchers from Mongolia, Russia, and China. So, it has been revealed that triads are not identical to riddles, constituting a separate Mongolic poetic genre and having been explicitly used in didactic written monuments as a special form of homilies. Conclusions. The Story of Usun Debeskertu Khan is a didactic composition containing triads and quatrains, the latter — judging from their contents and functions attributed — being essentially edifying (moralistic), which thus makes it possible to finally distinguish them from riddles as such.

Medical Student Education Roadblock Due to COVID-19: Virtual Radiology Core Clerkship to the Rescue

Rationale and ObjectivesMedical schools were upended by the COVID-19 pandemic, resulting in suspension of all in-person educational activities, and leaving clinical clerkships on hold indefinitely. A virtual curriculum and novel teaching methods were needed to fulfill curricular requirements. We developed a comprehensive virtual radiology clerkship and evaluated the efficacy of this novel method of teaching.Materials and MethodsA 4-week virtual radiology clerkship was designed to accommodate medical students who had not yet completed the required clerkship. The design included online flipped classroom modules, large group didactic lectures, and small group homeroom activities. Student performance was assessed via a standardized online final exam. Feedback from students was collected using online surveys. Student performance was compared to the in-person radiology clerkship.ResultsOne hundred and eleven medical students were enrolled in the virtual radiology clerkship. Final exam scores were similar to the in-person clerkship. Students indicated that small group homeroom activities had the highest overall satisfaction. Students recognized enthusiastic teachers regardless of class format. Exceptional course content and organization were also noted. Course weaknesses included didactic lecture content which was repetitive or too advanced, the limited opportunity to build personal connections with faculty, and scheduling conflicts with other competing school activities.ConclusionA completely virtual radiology core clerkship can be a successful educational experience for medical students during a time when remote learning is required. A small group learning environment is most successful for student engagement. Personal connections between faculty and students can be challenging in a virtual course.

Caracterização e qualidade de vida de cuidadores familiares: proposta de tecnologia educacional

Objetivo: Propor um instrumento tecnológico para auxiliar os hábitos de vida e saúde dos cuidadores familiares. Métodos: Estudo descritivo, exploratório, de abordagem quantitativa. Sendo os participantes do estudo cuidadores familiares de pacientes com Parkinson e/ou Alzheimer do projeto REVIVER da Universidade Federal do Amapá. Utilizaram-se dois instrumentos para coleta de dados: o Questionário Adaptado do IBGE e o WHOQOL-BREF. Os dados coletados foram tabulados em Excel e analisados por meio do software SPSS. A proposta tecnológica envolveu apresentação de um protótipo composto por vídeos desenvolvidos em quatro etapas: 1) Aplicação de questionários; 2) Planejamento e Roteiro do instrumento audiovisual; 3) Definição de espaço de produção; 4) Edição final. Resultados: Participaram do estudo 25 cuidadores familiares – a maioria mulheres (80%); maiores de 50 anos (80%); com renda familiar de até 3 salários mínimos (60%). Os domínios da vida considerados foram: realização das atividades físicas do cotidiano; desempenho para trabalho, sono e repouso, os cuidadores apresentaram frequência de pensamentos negativos. Com base no perfil coletado neste estudo, optou-se por proposta metodológica audiovisual. Conclusão: O instrumento proposto visa facilitar o acesso à informação, utilizando conteúdo didático, além de fornecer proposituras para minimizar as adversidades enfrentadas pelos cuidadores.

The lexical properties of the nogai epic stories

The article deals with the linguistic-poetic and lexical-semantic features of historical epics and heroes of the Nogai era, which left a fundamental trace in the political and legal development of the nomadic society of Eurasia.Nogai Orda was one of the largest structures that appeared on the territory of Kazakhstan after theweakening of the Ak Orda and the collapse of the great AltynOrda.Ten Nogai tribes brought with them a rich literary heritage at the time when they became part of theKazakh people. The poetic and rich poetry of the Nogai people developed and improved the norms ofthe oral Kazakh literary language. As well as the epic works of the Nogai era of the Kazakh, Nogai andBashkir tribes speaking the same Turkic languages, left a big mark in the lexical basis and in the composition of these languages.The lexical and semantic features of the Nogai epics are rich in didactic contents, have a deep philosophical meaning, various expressions and emotions, words of edification, aphorisms, periphrases andsyntactic parallelisms.Epic tales and historical epics of the Nogai era have a rich lexical composition, as it includes suchthematic groups as toponomic names, anthroponyms, ethnonyms, military vocabulary, zoonymies, socio-political vocabulary, theological vocabulary and abstract concepts, household vocabulary.

ZHRAUS - FREEDOM NOVATORS

With help of Zhyraus poetry we are talking about the past our country. It is worth noting that due to the breedom of speech, protection and power of art of Zhyrau. In this article considered fetures literature of khanate period. Also, there is ascending role of national literature. Poetry zhyrau period of the khanate spiritually enriches reader with it’s deep philosophical didactic content. The motives of zhyrau poetry reflected the independence of the nativeland and people;s unity. In article the author provided an overview of basic research in the Kazakh poetry zhyrau science, and also expressed their views on the matter. Furthermore the author made the artistic analysis of some of the famous zhyrau: Asan kaigy, Kaztugan, Dospambet, Akhtamberdy, Bukhar and assessed their creativity. The article defines the place and role of poetry zhyrau Khan;s period in Kazakh literature.