Didactic Methods Research Articles

A Pediatric Resident Advocacy in Complex Care Curriculum.

Children and youth with special health care needs (CYSHCN) are a special, vulnerable population. Children with medical complexity (CMC) represent a smaller, medically fragile sliver (6%) of the US child population. Several professional pediatric entities direct (or require) pediatric educators to instruct residents in advocacy for all children, explicitly including CYSHCN/CMC populations. While many existing curricula address pediatric advocacy education, a gap remains in curricula specifically designed to aid learners in advocacy of CYSHCN/CMC. Using Kolb's experiential learning cycle as a framework, we designed and delivered a comprehensive outpatient complex care curriculum, including several didactic video lectures (total: 60:04 minutes, median: 6:25 minutes) and experiential site visits devoted to advocacy topics for CMC, as one portion of a 4-week elective complex care rotation. Residents completed pre- and posttests of knowledge and pre- and postsurveys to self-assess attitudes, comfort, and behavior; viewed didactic video lectures; and engaged in experiential site visits. Reflective statements captured attitudes regarding advocacy for CMC. Between July 2016 and June 2020, 47 trainees completed the rotation; data were available for 30 trainees. Residents demonstrated a statistically significant improvement in knowledge (p < .001), as well as improved attitudes, diversity sensitivity, and comfort in advocating for CMC postrotation. Qualitative comments showed overwhelmingly positive learner reaction. This curriculum, which can be offered as a stand-alone resource or a supplement to a comprehensive complex care curriculum, incorporates didactic and experiential teaching methods and addresses a significant competency in advocacy education.

The use of methods in teaching History: a mixed exploratory study at the Ciego de Ávila University, Cuba

The development of scientific thinking is an imperative for university students. In the specific case of careers whose social responsibility is the education of future generations, it constitutes a fundamental need due to its projection in the teaching-learning processes. The objective of the research was to analyze the relationship between scientific research methods with the methods of teaching History for the development of scientific thinking. It was based on a mixed embedded design, with a sequential strategy and descriptive scope. The results suggest the need to delve deeper into the didactic design of History teaching, particularly with regard to the logical relationship between investigative and didactic methods that contribute to the development of scientific thinking. It was concluded that, despite there being an educational model for professional training oriented towards achieving learning results to develop scientific thinking, investigative-didactic methodological alternatives are required, since its effective implementation in the classroom has presented limitations due to that university professors must have methodological preparation focused on students as required by contemporary pedagogical models.

MPLEMENTATION OF CERTAIN METHODS OF PROBLEM-ORIENTED LEARNING IN THE PROCESS OF STUDYING MEDICAL AND BIOLOGICAL PHYSICS

Higher medical education is also facing new challenges of the healthcare system, which, in turn, require changes to the educational programs of both bachelor's and master's degrees. For all the diversity of modern medical school programs, they are united by a shift in emphasis from traditional didactic methods to problem-based learning. Problem-based methods are aimed at achieving learning goals through interdisciplinary interaction. The purpose of the study is to investigate the effectiveness of problem-based learning in the process of studying medical and biological physics at a medical institution of higher education.The study involved 70 second-level higher education students of Poltava State Medical University studying the discipline "Medical and Biological Physics". A set of exercises and questions based on the principles of problem-based learning was developed to organize preparation for practical classes and for independent work on individual topics. A 14-question questionnaire was developed to determine the level of satisfaction with the teaching of the discipline and the students' mastery of practice-oriented skills.In general, the respondents rated the benefits of using practice-oriented materials in the educational process by an average of 4.6 points, the experience of working with practice-oriented materials in the classroom by 4.8 points, and the previous experience of working with practice-oriented materials by 4.1 points. Students noted that classes in the discipline were well organized and relevant, contributed to the acquisition of practical skills (4.9 points); it was found that practical classes in medical and biological physics contributed to the understanding of the clinical aspects of the discipline by 4.5 points; the experience of working in practical classes in medical and biological physics influenced the interest in clinical disciplines b y a n a verage o f 3 .8 p oints. T he a nalysis o f o pen-ended questions revealed that students consider photo and video content, among other things, to be the most useful.

Evaluation of a blended training solution for critical care nurses’ work environment: Lessons learned from focus groups in four European countries

AimThe aim of this study was to evaluate a blended pilot training course on Healthy Work Environments (HWEs) for critical care nurses as follows: 1) to explore the experience of trainees and trainers who took part in the training; and 2) to identify the strengths and weaknesses of the training program in its potential transferability to nursing practice in Intensive Care Units (ICUs). BackgroundDespite the evidence supporting the association between HWEs and job satisfaction, nursing retention, and patient outcomes, nurses still have high rates of burnout, mental health problems and intent to leave. To address this challenge, a blended training was created and piloted with the aim to highlight the relevance and impact of HWEs, enhancing its transferability to daily practice. The training was based on the six standards of HWEs as proposed by the American Association of Critical Care Nurses and created within an Erasmus + project. The pilot was delivered by trainers (critical care nursing educators) to critical care nurses and included six workshops of eight hours each (48 h in total) in each country. DesignAfter the pilot testing, a qualitative approach, with focus group discussions was used. MethodsAll the trainees (n=82), who had attended at least one workshop were invited to participate in the focus groups. Overall, eight focus groups were held with critical care nurses who participated as trainees (n=39) from four testing countries: Cyprus, Croatia, Spain and Poland. One international focus group was held with trainers who conducted the training (n=4). Four more trainers completed the questionnaire online. All focus group were video recorded, and transcribed verbatim. Then, the national transcripts were translated into English. An inductive thematic analysis was carried out. FindingsThree themes were identified: 1) Valuing the relevance of the training program and a positive learning experience; 2) A powerful insight leading to increased awareness and empowerment in personal and professional life; 3) Challenges identified in terms of training, follow up and management of change. Both trainees and trainers expressed a positive opinion with regard to the content of the training and the didactic methods used. They emphasized the strong influence of the training on their understanding of a HWEs, its impact in an ICU context and the need for action, mainly related to communication issues. ConclusionThe proposed blended training program may be used by trainers, who can enable nurses develop the competencies required to influence their work environment, in a context of shared responsibility.

Early Modern Art and Science: Simulation of Dissections in the 16th Century Fugitive Sheets

During the 15th century the study of anatomy became a part of art education. With the rise of anatomy as a branch of medicine, artists began to play an important role in the process of anatomical research, creating graphic representations that served as powerful transmitters of knowledge. Among these, the most exquisite were anatomical fugitive sheets, the volumetric, three-dimensional representations of human anatomy. The layering, overlapping, of human organs, enabling one to manipulate them according to need, serves as simulation of the strategies of opening of human body during anatomical dissections. The artists-illustrators of these processes introduced new didactic interactive methods into acquisition and transfer of knowledge. In close cooperation with scientists, they found ways to translate information into recognizable and accessible models, endowing them with cognitive structure, as in anatomical atlases by Andrea Vesalius, De humani corporis fabrica (1543), and Johann Remmelin, Catoptri Microcosmici (1609).

Effectiveness of an oral health promotion training program among school nurses in India

BackgroundSchools are a valuable platform for oral health promotion and the role of school nurse is critical in promoting oral health of children. A training program was carried out to assess its effectiveness in promoting oral health among school nurses of Navodaya Vidyalaya Samiti (NVS), one of the largest groups of central schools in India.Methodology.A total of 557 school nurses of Navodaya Vidyalaya schools participated in the training program. The training was delivered virtually using didactic teaching methods based on a conceptual framework. Pre and post knowledge scores were assessed for all the participants. ResultsA total of 451 pre-post complete responses were received during training program, with a response rate of 81 %. There was significant improvement in the overall knowledge scores (p < 0.001) of school nurses. After the training program was completed, oral health screening and education for students was conducted by these trained nurses in coordination with teachers in their respective schools. ConclusionThe present training program was effective in addressing the gaps in oral health knowledge of the school nurses and significantly improving their oral health knowledge.

Fostering language learning strategies through comparative linguistics: future directions for Azerbaijani higher education

The purpose of the study is to examine the motivation for using comparative linguistics methods, namely the methodology of the comparative language approach in English classes at Baku State University (BSU), and to show the levels of typological errors among students. In the paper an analysis of related literature was used. Among the sources that contained the key terms of the presented work, 30 were selected in order to describe the issue in the broadest possible way. In addition, for the practical part of the work, elements of comparative linguistics in the study of English among first-year students of the Faculty of Germanic Philology at the BSU were used. Students were divided into 2 groups. One of them studied English based on the tenets of comparative linguistics. The novelty lies in the fact that usually in the linguistic environment such subjects as comparative linguistics are introduced at the senior courses. The results of the study showed that based on the comparative linguistic method in the didactics of teaching a foreign language, bilingual students perceive the acquisition of English based on the comparison of sounds, morphemes, and lexemes at the associative level with their native language (despite the fact that Azerbaijani belongs to another group of languages) and has a systemic flexibility. Initially, one relied on the developed didactic methods of comparative linguistics. The final module showed better results for Group 2. The conclusions indicate that typological errors among BSU students are language “noise”. However, phonological, morphological, lexical, and syntactic errors can be eliminated through comparative didactics in foreign language teaching. It improves the general cognitive and metacognitive applicants’ abilities, strengthens their understanding of their native language, strengthens reading and writing, and develops general communication skills. So, the methodology of the comparative language approach is active, participatory, and motivating.

Modern didactic methods in the formation of moral values and training of future social workers

Modern didactic methods in the formation of moral values and training of future social workers

Knowledge based quality medical education by utilizing the means of technology application

In the 21 century`s hi-tech world, imparting the scientific medical health educational instruction is changing fast, which is inclined through several indeed many factors which includes altering health care milieu, role-of Doctor of Medicine, transformed societal prospects, swiftly varying remedial-medicinal, medical and therapeutic-science, plus range of didactic (pedagogical) methods, techniques, and prototype models.Changes and transformations in `societal-expectations` set `patient-safety` in front of, also raise `ethical-issues` of learning connections plus measures over live subjects, through venerable teaching is any more suitable. Aims of education through technology in medicine comprise, providing `knowledge-acquisition’, civilizing resulting, development of perceptual disparity, enhancing quality-skills harmonization, working for unusual or grave measures, knowledge side imparting guidance, plus humanizing psycho motor skills – perceptual abilities and motor controls. Thus, various technologies could address the above objectives.Newer technologies like podcast s, videos through flipped class-work-learning’s cellular-mobiles yapps, videogames, computer-simulations model-prototypes, amateur trainers, incorporated model-simulators, virtual-reality, plus smart-wearable devices-Google glass, are few techniques accessible to tackle the varying educational-instructive milieu.This study addresses the application of technology which yields the infrastructural network plus basis for understanding several confronts given that `medical education` pro (in support of the) prospect.

Simulation of the process of formation of the schoolchildrenʼs health care competence based of interactive physical education

The article reveals the essence and content of the concept of "health-preserving competence", outlines the need and substantiates the main approaches to its formation as a key competence in the process of physical education of schoolchildren in the context of the views of the New Ukrainian School. It was determined that the coronavirus pandemic, quarantine restrictions, and the full-scale Russian invasion significantly worsened physical and mental health, limited the motor activity of schoolchildren, increased the level of stress, and provoked the activation of psychosomatic diseases in children and young people, which justifies the formation of health care competence of schoolchildren as an important strategic tasks of the state.&#x0D; The possibilities of using interactive didactic methods in the process of teaching physical culture of students in the conditions of the competence approach and partnership pedagogy are shown. A model of the process of formation of health-preserving competence of schoolchildren based on interactive training of physical culture is presented, which makes it possible to reproduce the dynamics of the educational process and predict its development. The components of the educational process, the content, means, methods and forms of organization of physical education with the aim of forming the health-preserving competence of schoolchildren, the criteria for evaluating the expected result - the formation of this competence: motivational-value, cognitive, activity and behavioral have been determined. The indicators of the formation of health care competence are described.

O.4.6-11 MOVEOUT: a cluster randomised wait list design to investigate the effect of education outside the classroom on pupil’s physical activity

Abstract Purpose Education outside the classroom (EOtC) is a physical activity (PA)-integrating pedagogical approach that aligns PA with the primary goals of schools and is therefore thought to present an acceptable, feasible, and efficacious model for school-based PA. The aim of this study was to investigate the efficacy of an EOtC intervention that aims to increase adolescents’ (ages 10-16 years) school-based and overall PA by providing a course on the pedagogical and didactic methods of EOtC to teachers across 30 Danish schools, and subsequently the teachers implementing EOTC in their classes &amp;gt; 5 hours weekly over the course of one school year. We expect that pupils in the intervention group will retain higher PA intensities compared to the control group, specifically 1a) more MVPA, 1b) more LPA, 1c) less SED time. Further, we hypothesise that pupils in the intervention group will retain 2a) more running, 2b) more walking, 2c) more standing, 2d) less sitting time compared to the control group. Methods The intervention was evaluated using a cluster randomised wait list study comparing PA behaviours amongst pupils in the intervention group with pupils in the waitlist control group. Results In this presentation, we will present novel results from data that is currently underway. Data collection is expected to be finalised in June 2023. Conclusions Almost 20% of Danish schools practice some form of EOtC, and the findings of this study will inform whether such practice should be further encouraged in Denmark and elsewhere, or whether alterations are required to support more pupils in meeting PA recommendations. The findings have important implications for school-based PA promotion. Novo Nordisk Foundation (grant no. 0062703), ClinicalTrials.gov (NCT number: NCT05237674). Peter Elsborg and Lærke Mygind share first-authorship.

Exploring academic teachers perspectives regarding the impact of using medical simulation in dentistry pre- and post-COVID-19 pandemic: a qualitative study

BackgroundMedical simulation allows for the achievement of many educational goals and the continued education of some practical skills. The COVID-19 pandemic’s restrictions have led to a major increase in dental education simulations. The aim of this study was to analyse the perspectives of academic teachers towards dental simulation, their concerns and evaluation of this teaching method, as well as their opinion on the use of medical simulation during the COVID-19 pandemic.MethodA focus study was conducted in a group of 5 academic teachers, comprising 10% of academic teachers of a Dental Faculty using simulation techniques. Prior to and during the COVID-19 pandemic, the interviewed teachers had expertise with medical simulation in dentistry education methods. A facilitator used pre-planned, open-ended questions about the use of simulation in dentistry also with regard to the COVID-19 pandemic period. The group discussion has been managed, monitored, and recorded. The data analysis model was based on Braun and Clarke’s six phases of thematic analysis. Five thematic domains/fields were evaluated: (1) Simulation as a didactic method; (2) Simulation during COVID-19 pandemic; (3) General observations and expectations with regard to simulation; (4) Teachers in simulation; (5) Concerns in relation to simulation. Two researchers analysed the data.ResultsBased on interviewed teachers’ perspective the simulation allows students to learn basic and complex skills providing the repeatability of the procedures performed. During Covid-19 the simulation methods undoubtedly filled the gap in the training of future dentists. However, interviewed teachers pointed out the high cost of the methods dictated by the need to prepare the simulation environment at a high level, in order to reflect the real clinical situation.ConclusionsThe use of simulation methods requires adequate preparation of academic teachers, continuous education and updating of knowledge in the field of medical simulation. The COVID-19 pandemic significantly influenced the growth of dental education simulation techniques as well as staff knowledge of the usage of medical simulation.

Structured communication methods for mental health consultations in primary care: a scoping review

BackgroundMajority of people with mental health problems attend primary care for support. Interventions that structure consultations have been found effective for physical health conditions and secondary mental health care. The aim of the review is to identify what tools or interventions exist to structure communication in primary care for appointments related to mental health problems and examine existing evidence for effectiveness for mental health and quality of life outcomes.MethodsQuantitative and qualitative studies were eligible for inclusion if staff was based in a primary care setting and the intervention involved bi-directional communication with adult patients. Six databases were searched (MEDLINE, Web of Knowledge, EMBASE, PsycINFO, The Cochrane Library, CINAHL) with no time restriction. Search terms combined four concepts with key words such as “structured” and “interaction” and “mental illness” and “primary care”. Reference lists of eligible studies were searched.ResultsAfter removing duplicates, 3578 records were found and underwent further screening. A total of 16 records were included, representing eight different interventions from five countries. The majority were delivered by primary care doctors and focused on patients experiencing psychological distress. Similarities across interventions’ service delivery were that most were created for a broad patient population, used self-report assessments at the start and actions or plans as the end point, and employed group settings and didactic methods for training staff in the intervention. Booster and follow-up trainings were not offered in any of the interventions, and supervision was only part of the process for one. The evidence for effectiveness for mental health and quality of life outcomes was mixed with three out of five RCTs finding a positive effect.ConclusionsAlthough the idea of structuring communication for mental health consultations has been around since the 1980s, relatively few interventions have attempted to structure the conversations within the consultation, rather than modifying pre-visit events. As the evidence-base showed feasibility and acceptability for a number of interventions, there is scope for those interventions to be developed further and tested more rigorously.

MOBILE LEARNING INTEGRATION AMONG TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE

&lt;p&gt;Unstoppable and constant advances in technology affect the inevitable changes in the ways and methods of teaching, but also changes in different students’ learning needs. New generations of students are characterized by mobility and because of that the information is very easily accessible, which requires the implementation of new trends in the educational process. One of these trends is mobile learning, which is available to young people everywhere and at any time 24/7. Therefore, it is scientifically and pedagogically justified to research the implementation and evaluation of such a new useful education tool in facilitating foreign language teaching. Mobile learning combines all forms of learning which refer to mobile devices and wireless internet. Such learning with the help of modern technologies would make it easier for students to acquire new knowledge, and at the same time to improve and to accelerate their personal and social development. Due to the various opportunities provided by mobile learning, the complexity of its implementation and implementation in teaching English as a foreign language increased almost exponentially. It has become particularly obvious in times of uncertainty such as the implementation of distance learning instead of traditional classroom teaching due to a sudden pandemic around the world. Although mobile learning is very often taken for granted because it is considered a disruptive factor in foreign language teaching (Aldrich, 2017), the affirmative attitude about mobile foreign language learning (MALL) (Zhang, Cristol, 2017) has become increasingly prevalent. The paper analyzes the results of a survey of English language teachers in primary and secondary schools in Osijek-Baranja County, which is one of the 21 counties in the Republic of Croatia, on attitudes toward mobile learning obtained from a sample of 121 participants. They point that the use of digital media in teaching is changing didactic and methodological methods and approaches to learning English, especially in secondary education. There is a lack of research on multimedia-didactic structuring of mobile learning in foreign language teaching in Croatia, this research will contribute to a better understanding of this issue but also offer possible solutions for designing innovative methods in teaching English from the aspect of mobile learning.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0032/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Does deliberate practice surpass didactic training in learning empathy skills? – A randomized controlled study

A large body of research identifies therapist expressed empathy as one of the most important predictors of psychotherapy outcome. Deliberate practice (DP) is an effective method to improve skills in many fields. We asked if DP also can be used to enhance the skill of expressing empathy. Objective: The aim was to compare the efficacy of DP to didactical learning methods (DLM) in enhancing the skill of empathic expression in students. Method: A repeated measures randomized controlled group design was used. Novice students (N = 36) from psychologist-, medicine-, social work-, and nursing programs received two training sessions of either DP (n = 21) or DLM (n = 15). Participants’ skills in empathic expression were assessed with the Measure of Expressed Empathy (MEE) on three occasions: before the first, between, and after the last training session. Results: Participants in the DP-group showed improved empathic expression, whereas participants in the DLM-group did not. Conclusions: These findings suggest that DP is an effective training method for therapeutic skills such as empathic expression and holds implications for the future development of educational practices to incorporate active skill training methods.

PHILOSOPHY AND TEACHING METHODS OF CHINESE CHARACTER LITERACY EDUCATION BASED ON THE APPLICATION CONCEPT OF PALEOGRAPHY

The reform and practice of the Chinese character literacy teaching method based on the concept of paleography application can be employed to a certain extent and thus will improve the quality of Chinese character literacy teaching. This paper discusses the necessity and feasibility of applying ancient characters to Chinese character literacy teaching, discusses the epistemological and methodological issues of Chinese character literacy teaching, and expounds five teaching methods for the application of ancient characters to Chinese character literacy teaching, including didactic teaching method, case teaching method, theme-based teaching method, situational teaching method, and comprehensive teaching method. Different teaching methods are the deconstruction of Chinese character teaching goals, highlighting teaching objectives and priorities from different levels. They are not isolated and separated from each other, and teachers can actively choose and use teaching methods under the guidance of teaching objectives at different stages.

Didactic Regularities, Principles and Methods of Preparing Prospective Primary School Teachers to Pedagogical Activity

Nowadays modern primary schools should significantly improve both the content of education for younger students and the forms of teaching. It occurs due to the social demand of society to train the students ready to participate in the life of their country, which is rapidly developing in the fields of science, technology and culture. Such requirements regarding the improvement of primary education standards are reflected in the Concept of implementation of the state policy of general secondary education reform “New Ukrainian School” for the period up to 2029. This work is an attempt to present one of the possible options for solving the modern problems of primary school development. Purpose. To determine the theoretical and practical content of training prospective primary school teachers for their professional activity. Methods. Study and analysis of psychological and pedagogical literature on thetopic of the research, generalization of work experience of scholars-philologists, pedagogues and specialists in various subject areas. Results. The authors have analyzed and specified psychological and pedagogical components of prospective primary school teachers’ professional competency. One of thepedagogical competency components, namely, didactic competency has been revealed in detail. Thus, the didactic regularities of organizing the primary school students’ teaching process have been grounded Conclusion. The principles of organizing the teaching process of primary school pupils are the following: computer presentation and activation of the material under study; gaming interaction of students in the process of exchanging information received at the lessons; solving tasks of the practical knowledge application in the everyday environment. The methods of implementation of these principles are functional-based and activity-based, gaming, verbal, visual, and multimedia.

Implementation of the national antimicrobial stewardship competencies for UK undergraduate healthcare professional education within undergraduate pharmacy programmes: a survey of UK schools of pharmacy.

Pharmacists play a key role in antimicrobial stewardship (AMS). Consensus-based national AMS competencies for undergraduate healthcare professionals in the UK reflect the increasing emphasis on competency-based healthcare professional education. However, the extent to which these are included within undergraduate pharmacy education programmes in the UK is unknown. To explore which of the AMS competencies are delivered, including when and at which level, within UK undergraduate MPharm programmes. A cross-sectional online questionnaire captured the level of study of the MPharm programme in which each competency was taught, the method of delivery and assessment of AMS education, and examples of student feedback. Ten institutions completed the survey (33% response rate). No institution reported covering all 54 AMS competencies and 5 of these were taught at half or fewer of the institutions. Key gaps were identified around taking samples, communication, outpatient parenteral antimicrobial therapy and surgical prophylaxis. The minimum time dedicated to AMS teaching differed between institutions (range 9-119 h), teaching was generally through didactic methods, and assessment was generally through knowledge recall and objective structured clinical examinations. Feedback from students suggests they find AMS and antimicrobial resistance (AMR) to be complex yet important topics. UK schools of pharmacy should utilize the competency framework to identify gaps in their AMS, AMR and infection teaching. To prepare newly qualified pharmacists to be effective at delivering AMS and prescribing antimicrobials, schools of pharmacy should utilize more simulated environments and clinical placements for education and assessment of AMS.

ИСПОЛЬЗОВАНИЕ МУЛЬТИМЕДИЙНЫХ РЕСУРСОВ В ПРАКТИКЕ ПРЕПОДАВАНИЯ МАТЕМАТИКИ

The article is devoted to the study of the effectiveness of the process of implementing multimedia resources in the practice of teaching mathematics as an important pedagogical problem in the conditions of the modern information society. The information and educational space based on the active use of multimedia technologies is, on the one hand, a subsystem of the traditional educational process, on the other hand, an independent educational and cognitive structure that contributes to the formation of a creative personality, the activation of educational activities based on innovative software products, thanks to which classes become more visual and meaningful. An equally important direction in the modern information and educational environment is the provision of software for students to independently comprehend the theoretical material in mathematics and its application in solving practical problems. The article presents ideas for the use of didactic techniques, forms and methods for improving the educational activities of students, discusses the possibilities for developing the cognitive activity of schoolchildren based on information and communication technologies, their creative potential and fostering interest in the study of mathematical disciplines.

TRAINING STUDENTS IN GETTING ARCHITECTURAL KNOWLEDGE FROM SMARTPHONE-BASED PHOTOGRAMMETRY: THE FIREPLACES BY ANDREA PALLADIO

Abstract. Since 2021, the Centro Internazionale di Studi di Architettura Andrea Palladio (CISAAP) in Vicenza and the Department of Architecture at the University of Bologna collaborated for a didactical joint initiative involving students from the Photogrammetry for Architecture course. The main goal was to develop a new teaching approach for architectural education exploiting photogrammetry as a digital tool for joining the Architectural Heritage (AH) documentation with the architecture analysis and design interpretation. Beginning from the new technological advances (semi-automatic workflows and smartphone cameras use), a ‘learning-by-doing’ didactical method and situated real work problems, a whole systematic process, based on the concept of a digital copy of an architectural artifact as mean to collect and to aggregate knowledge, was developed and inferred to the student. Starting from the designed teaching path, in which the perspectives of the historian, the surveyor, and the designer are blended to get a holistic vision of the architecture, 29 fireplaces by Andrea Palladio were chosen as emblematic case studies. These microarchitectures let students understand the complexities of historic objects and of their digitalization to produce 3D models as outcomes of an acquisition pipeline useful to train them for a future professional career.