Didactic Performance Research Articles

Communication through popular culture: Analyzing a googi performance on early marriage among the Kusaas of Ghana

This work investigates the use of a popular cultural performance called googi, to advocate against early marriage and its associated cases of adolescent pregnancies in Kusaal speaking communities in Ghana. It highlights how a local cultural artist employs the power of an indigenous language to skillfully address a significant socio-cultural issue. This research analyses the literary techniques employed by the artist in her didactic performance which challenges cultural norms that endorse early marriage. The artist advocates for social transformation through education underscoring the causes of early marriage as including socio-economic and cultural factor. The findings demonstrate that the persuasive use of indigenous language in popular cultural performances serves as great instruments for communication, advocacy and entertainment in rural communities.

Self-Reporting of Teacher–Student Performance in Virtual Class Interactions in Biological Sciences during the SARS-CoV-2/COVID-19 Pandemic

We used an interbehavioral model of teacher–student didactic performance with six pairs of criteria, as follows. Exploration of competencies and precurrent for learning, explicitness of teacher criteria and identification of student criteria, teacher illustration and illustration—student participation, supervision of the practice by the teacher and pertinent student practice, teacher feedback and feedback—student improvement, and teacher evaluation and evaluation—student application. The objective was to determine the level of covariation, divergence and convergence between the constructs of teacher didactic performance and student didactic performance in virtual classes as a result of the SARS-CoV-2 pandemic, in November 2020. Three hundred-thirty undergraduate students of biological sciences from a public university in Peru completed two self-report scales in virtual modality through Google forms, one on the performance of their teachers and the other on their own performance. By means of confirmatory factor analysis and an analysis of the covariance of teacher–student performance constructs, three models were obtained with good fits for the convergent and divergent validities of six constructs of the two teaching performance scales. Adequate models of functional correspondence in each pair of the six teacher–student didactic performance criteria were obtained. Likewise, didactic performances related to the identification of teaching–learning criteria and to the evaluation—application criteria were the most frequent during teaching–learning, according to the students’ self-report.

Literature review: influential factors on graduate professor’s performance

This paper aims to conduct a review of the literature to map the factors that influence the professor's performance of graduate programs. The methodology consists of researching studies from 2008 to 2018 in the Scopus and Web of Science databases, using the keywords: performance, professor and graduate. The contributions of this study are: creation of a framework with the concept of professor’s performance addressing several authors and the creation of 8 categories. The results show factors that influence professor’s performance according to the mapped literature, categorized into pedagogical, scientific and didactic performance, teacher training, teaching method, pedagogical updating, health, knowledge management, students' perspective and scientific production, with 32% of studies related to research productivity standing out. This research contributes to highlight the work developed by professors and the factors presented help to develop strategies to facilitate the work of the professor and promote better performance.

Preclinical teaching of periodontal surgical concepts using common instructional models: A comparative assessment.

Some commonly used models utilized for teaching periodontal surgical techniques to dental students include pig mandible and periodontal typodonts. Currently, no study compares the learning and teaching outcomes following the use of one model to the other. This study is aimed at evaluating the effectiveness of the preclinical laboratory component on student understanding of concepts taught in the periodontal surgical course and assessing students' and faculty members' satisfaction with the instructional models. As part of the surgical periodontics course, 98 students took the final exam, with eighty students participating in only the pig mandible session and twenty-three students participating in both the pig jaw mandible and an additional session utilizing periodontal typodonts under the supervision of ten periodontal faculty members. Examination scores of students attending or not attending the laboratory session were analyzed by a two-sample t-test. A questionnaire evaluating the effectiveness of both models was given to faculty members and students who participated in both laboratory sessions. These results were analyzed by paired t-test. Participation in the laboratory sessions did not significantly impact the final exam scores (p=0.722). Students who had better didactic performance in the course performed better in the final exam, irrespective of laboratory participation. Both students and faculty members preferred typodont to the pig mandibles in learning or teaching periodontal surgical concepts, but both felt gaining flap management and flap refection experience to be better with the pig mandible model without statistical significance (p=0.119 and p=0.070, respectively). Within the limitations of this study, we can conclude that laboratory sessions did not significantly improve student performance on the exam. Students and faculty members generally gave positive feedback on both instructional models. Periodontal typodont could be an alternative model for teaching dental students, periodontal surgical concepts.

Prior Pharmacy Work Experience as a Predictor of Clinical and Didactic Performance for Admissions Committees

ObjectiveTo investigate prior pharmacy work experience (PPWE) in admissions to predict clinical and didactic performance. MethodsIn this retrospective study, data from 3 cohorts, classes of 2020–2022, were collected. Multivariate regressions were conducted to determine the impact of PPWE on performance in first-year pharmacy (P1) Community Introductory Pharmacy Practice Experience (IPPEs), second-year pharmacy (P2) institutional IPPEs, P2 & third-year pharmacy (P3) Observed Structured Clinical Examinations (OSCEs), Drug Information class and P1, P2, P3 grade point averages (GPAs). ResultsOf 329 students, those who had PPWE (n = 210) worked as pharmacy technicians (78%), clerks, cashiers, drivers (10%), or other (12%). The majority worked in community settings (86%) and worked an average of 24 h weekly. PPWE was not associated with any pharmacy school GPAs. Those with PPWE scored 2.17 out of 100% points higher in Drug Information than those who did not. They also scored higher on P1 IPPE performance in communication and pharmacy operations skills; however, these notable differences did not continue in P2 IPPEs or OSCEs. Total hours worked in higher quartiles were also associated with increased scores in P1 IPPE communications skills, P1 IPPE pharmacy operations skills, and Drug Information course scores. ConclusionPrior pharmacy work experience modestly improved pharmacy school performance in selected areas in the P1 year, but the effect did not continue in later years. Students who had PPWE performed better in Drug Information and P1 IPPE communication and pharmacy operations skills.

A systematic review and meta-analysis of the Readers’ Theatre impact on the development of reading skills

Readers’ Theatre is an artistic drama-based preparation and stage presentation of theatrical scenarios method, where the reader is called to interpret dialogues effectively, in cooperation with a group of people in the form of Stage Reading. Numerous studies have been conducted in order to evaluate the didactic effectiveness of the method for the development of the students’ reading skills. The aim of the study is the systematic review and meta-analysis of bibliography from 1990 to 2020, in order to unitize the findings concerning the didactic performance of Readers’ Theatre applications in the development of students’ skills aged between 6 and 12, as well as the revelation of the fields, where research presents some deficiencies. The findings of the systematic review of 23 studies showed that Readers’ Theatre is a teaching method, which contributes positively to the development of the students’ reading skills, along with the creation of positive attitudes towards reading and the development of incentive for the learning of reading within linguistic environments of either the mother tongue or a foreign language. Moreover, based on the meta-analysis results of 11 studies with similar research hypotheses and design, it was discovered that Readers’ Theatre contributes considerably to the improvement of the students’ reading skills and has a large effect size indeed.

Educators' Perceptions of Students' and Teachers' Performance in Virtual Classrooms (COVID-19)

Many models are provided to characterize didactic performances in higher education, and this research finds that instructors and students use talents and abilities that functionally match with one another during classroom interactions. The didactic performance inter-behavioral model was chosen as the substantive theory for this investigation based on the subjective evaluations of graduate students. Examination of one's own abilities and recognition of one's own prior learning patterns were emphasized, as were the use of examples and active participation, the monitoring of relevant practice by a coach, and the acceptance and use of constructive criticism to further one's own development. Three hundred and ten students in a conventional master's degree program in the Sciences of Education responded to two questionnaires in Google Forms about their attitudes about online education. Six variables of teacher and student success were subjected to confirmatory analysis using LISREL 8. Only the Illustration educator criteria (which favored males) and the Application student criterion showed statistically significant differences between the sexes (favoring women). Comments from distance education students indicate that "Explicitness of criterion" and "Illustration" are two common types of instructor performance criteria. However, when students were asked to evaluate their own performance, criterion identification came out on top, with feedback-improvement coming in a close second. Empirical support for the didactic performance inter-behavioral model was also provided by the convergent and divergent validity of the questions in the two self-assessment questionnaires.

Current status of predoctoral implant dentistry education – student’s didactic performance and self-assessment: A Systematic Review.

Abstract Objectives: To describe the current state of predoctoral dental implant education in terms of educational outcomes and the student’s perception of the associated curriculum. Methods: A database search was conducted using Medline (OVID), EMBASE, ERIC (Education Resources and Information Centre) and Web of Science electronic sources. Two reviewers thoroughly reviewed the papers in accordance with the specific selection criteria after carefully choosing the abstracts that seemed to meet the initial selection criterion for full article retrieval. Results: 15 articles were included, which were divided into two distinct groups: those that addressed educational outcomes and those that addressed students’ perceptions. Knowledge was assessed by questionnaire surveys, and it was found that most of the students were poorly to moderately well informed. There was a positive increase in student perception after taking the implant courses. Clinical significance: Although predoctoral education in most dental schools across the world now includes implant dentistry as a core component, the degree of integration varies greatly. To increase the proficiency of predoctoral students around the world in performing implant treatments, it is necessary, according to this systematic review, to create a uniform, well-structured predoctoral implant curriculum and guidelines that include didactic, laboratory, preclinical, and clinical components.

Teacher-Student Performance Criteria During Online Classes due to COVID-19: Self-Report by Postgraduate Students in Education

<p style="text-align: justify;">During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration–precurrent learning behaviors, Criteria explicitness–Criteria identification, Illustration–Participation, Practice supervision–Relevant practice, Feedback–Improvement, and Evaluation–Application.309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students’ performance criteria, followed by Feedback–Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.</p>

Virtual and Traditional Lecturing Technique Impact on Dental Education

This study tries to identify the influence of the new coronavirus pandemic on dental education by assessing dental students’ perception and their didactic performance regarding virtual and traditional lectures. The final academic performances of students from different years of study at the Faculty of Dental Medicine who participated in undergraduate courses through two different lecturing modes (traditional and virtual) were compared. The same students were evaluated in terms of their preference between the two lecturing techniques. There was a statistically significant difference in the mean values for final grades of virtual and traditional technique in favor of the latter one. In pandemic conditions, because of safety reasons, virtual lecturing was the most preferred technique. For dental faculty, this process of transitioning from traditional to virtual is a continuous process, which was suddenly imposed, but which at this moment offers multiple opportunities from a didactic point of view. Analyzing the grade, the virtual lecturing techniques demonstrated superior didactic performance. Although students preferred the virtual lecturing technique more than the traditional one, better-designed research is required to verify the long-term effect of the two lecturing techniques on students’ formation and deepening of knowledge.

Influence of Teaching and the Teacher’s Feedback Perceived on the Didactic Performance of Peruvian Postgraduate Students Attending Virtual Classes During the COVID-19 Pandemic

Educational researchers have become interested in the study of teaching and feedback processes as important factors for learning and realizing achievements in the teaching–learning context at the undergraduate and postgraduate levels. The main objective of this research was to assess the effect of five variables of the teacher’s didactic performance (two from teaching and three from feedback) on students’ variable of evaluation and application, mediated by their performances in participation, pertinent practice, and improvement. Participants were 309 Peruvian masters and doctoral students of an in-person postgraduate course in educational sciences who, due to the COVID-19 pandemic, were attending classes and submitting assignments and exercises online. The students were asked to fill two online questionnaires in Google Forms format regarding didactic performance; the first questionnaire comprehended five dimensions of teacher performance: explicitness of criteria, illustration, supervision of learning activities, feedback, and evaluation, whereas the second one encompassed four dimensions of student performance: illustration–participation, pertinent practice (adjustment to supervision of practices), feedback–improvement, and evaluation–application. When tested, two structural regression models showed (with good goodness-of-fit values) that the evaluation–application student performance factor was significantly and similarly predicted by the illustration–participation and feedback–improvement student performance variables, and, to a lesser extent, yet significantly, by the pertinent practice student performance. Moreover, teacher performances had a significant effect with high regression coefficients on the three student performance variables included as mediators, both when the five teacher performance variables were included as predictor variables, and when arranged into two second-order factors (teaching and feedback).

Dental Students' Didactic and Psychomotor Skills Performance in Dental Anatomy and Preclinical Operative Dentistry Courses in a Saudi Governmental School.

Background Knowledge and psychomotor skills are essential in dental education. The aims were to (1) investigate the correlation between dental students' didactic and psychomotor skills performance in the dental anatomy and preclinical operative dentistry courses and (2) explore the impact of gender on students' performance in both courses. Materials and Methods A retrospective cohort study was performed on dental students' (164 students; 72 males and 92 females) dental anatomy and preclinical operative courses scores of the same class over 2 years (2018–2020). Didactic and practical scores were collected. The didactic scores included examinations. Practical scores included tooth wax carving for the dental anatomy course and class II cavity preparations and restorations for the preclinical operative. Student's t-test and ANOVA were used to analyze the difference between the didactic and psychomotor skills scores of both courses and genders. Pearson's correlation coefficient was used to explore correlations (p < 0.05). Results Moderate, positive, and significant correlations were found between didactic scores in both courses and between dental anatomy's didactic and psychomotor skills. A weak, positive, and significant correlation existed between the preclinical operative didactic and psychomotor silks (p < 0.05). Females' didactic performance was significantly better than males. Gender had a significant, positive, and moderate correlation in the dental anatomy course, but moderate-weak in preclinical operative (p < 0.05). Conclusion Students' didactic and psychomotor performance correlations in dental anatomy and preclinical operative courses were positive. The correlation was moderate and weak and varied by course. Gender had a significant impact on student performance and varied by procedure and courses investigated.

Implementation support for contingency management: preferences of opioid treatment program leaders and staff

BackgroundContingency management (CM), a behavioral intervention that provides incentives for achieving treatment goals, is an evidence-based adjunct to medication to treat opioid use disorder. Unfortunately, many front-line treatment providers do not utilize CM, likely due to contextual barriers that limit effective training and ongoing support for evidence-based practices. This study applied user-informed approaches to adapt a multi-level implementation strategy called the Science to Service Laboratory (SSL) to support CM implementation.MethodsLeaders and treatment providers working in community-based opioid treatment programs (OTPs; N = 43) completed qualitative interviews inquiring about their preferences for training and support implementation strategies (didactic training, performance feedback, and external facilitation). Our team coded interviews using a reflexive team approach to identify common a priori and emergent themes.ResultsLeaders and providers expressed a preference for brief training that included case examples and research data, along with experiential learning strategies. They reported a desire for performance feedback from internal supervisors, patients, and clinical experts. Providers and leaders had mixed feelings about audio-recording sessions but were open to the use of rating sheets to evaluate CM performance. Finally, participants desired both on-call and regularly scheduled external facilitation to support their continued use of CM.ConclusionsThis study provides an exemplar of a user-informed approach to adapt the SSL implementation support strategies for CM scale-up in community OTPs. Study findings highlight the need for user-informed approaches to training, performance feedback, and facilitation to support sustained CM use in this setting.

Do didactics improve clinical skills: A retrospective educational study

Introduction: As predoctoral dental students navigate through the dental curriculum, the knowledge of clinical dentistry is progressively gained from didactic lecture courses. The goal of this study was to evaluate whether there is an association between endodontic didactic knowledge and endodontic preclinical skills. Methods: The study utilized the existing preclinical endodontic assessments of 2nd-year dental students (105 students). Using ExamSoft, the nonclinical questions (e.g., microbiology and pulp biology) were excluded from the final didactic assessment, and a new didactic grade was calculated and assigned to each student. Each endodontic skill (access preparation, instrumentation and obturation, and combined) was matched with corresponding clinically related questions in the didactic assessment. For each student, the matched didactic grade was weighted against the practical grade using Kendall's τ correlation coefficient. To determine the effect of each predictor variable (didactic score and gender), an ordinal logistic regression was used. Results: For all portions of the examination, the correlation between preclinical and didactic grades was significant, P Conclusion: Only a weak association was found between didactic performance and preclinical skills. Lectures on clinical topics should be improved and sequenced accordingly to better link the theory of endodontic technique to the hands-on simulation laboratory.

PERAN KOMUNIKASI DIDAKTIK, PEMBELAJARAN KOLABORASI, DAN KINERJA GURU PADA HASIL BELAJAR MELALUI MOTIVASI BELAJAR

This study aims to determine the effect of didactic communication, collaborative learning, and teacher performance on learning motivation in Economics Subjects in class XI IPS at SMAN 1 Purwosari, also to determine the effect of learning motivation on student learning outcomes. This research is a type of quantitative research. The data analysis technique used is structural equation modeling (SEM) analysis. The data used came from 107 respondents collected from March to April 2019. The results of this study indicate that only collaborative learning variables affect learning motivation, but learning motivation has no significant contribution to learning outcomes. Didactic communication variables and teacher performance were also not confirmed to have a substantial effect on learning motivation.

Rousseau e seu projeto educacional liberal

Este artículo analiza los principios políticos y pedagógicos de Jean Jacques Rousseau (1712-1778), identificando sus contribuciones para la educación moderna de niños, para la escuela nueva y para el liberalismo. Se basa en investigación bibliográfica y cualitativa, orientada por el materialismo histórico. Considera sus obras de 1762, Emilio o de la Educación y El Contracto Social, cuyos contenidos enfocan cuestiones relativas con la formación del hombre y del ciudadano. El autor prescribió una educación natural y negativa para el libre desarrollo infantil, indispensable para la formación del individuo autónomo y su elevación en la vida civil. Cuando valorizó la experiencia y actividad del niño, atribuyó la función de hacer la vida del niño su fuente educacional al educador, inspirando la pedagogía de la existencia o escuela nueva. Sus proposiciones educativas estaban asociadas con su proyecto sociopolítico de carácter liberal, que articulaba la institución de un contrato social democrático para la formación del ciudadano. Rousseau ha provocado preguntas sobre el desarrollo de niños, la actuación didáctica de docentes y la educación necesaria para la formación del hombre para la vida en sociedad, lo que hace el análisis de su contribución de gran importancia para la educación y la sociedad actuales.

Development, implementation, and outcomes of a simulation-based medical education (SBME) prostate brachytherapy workshop for radiation oncology residents

PurposeDespite a preponderance of data demonstrating strong clinical outcomes and cost-effectiveness, prostate brachytherapy use and competency continue to decline. Enhanced resident education may help reverse this trend. We therefore developed and implemented a simulation-based medical education course for low-dose-rate prostate brachytherapy (LDR-PB). Materials and MethodsA 1-week LDR-PB course comprised four 1-h lectures on clinical outcomes, physics, radiobiology, and anatomy/contouring, followed by a 4.5-h simulation session on ultrasound-guided prostate phantom implantation, was developed for radiation oncology residents at an academic institution. A 10-statement Likert-scale survey and 20-question multiple-choice test were administered 1 week before and 4 weeks after the course. ResultsPrecourse and postcourse instruments were completed by 24 and 20 residents, respectively. The median number of prior LDR-PB cases after at least one genitourinary rotation was 10.5 (range 5–20). Overall mean test scores were significantly improved (55% before the course vs 68% after the course; p = 0.010). Mean Likert scores significantly increased on nine of 10 survey statements and were significantly increased overall (2.4 before the course vs 3.3 after the course, p < 0.001). When asked about interest in performing brachytherapy after residency, 37.5% of residents “agreed” or “strongly agreed” before the course vs 50% after the course (p = 0.41). Those with higher postresidency brachytherapy interest (scores of 4–5 vs 1–3) had significantly more LDR-PB cases (11.2 vs 5.3 cases; p = 0.005). ConclusionsA 1-week simulation-based medical education course for LDR-PB can improve didactic performance and self-reported technical competence/confidence, and may increase overall enthusiasm for brachytherapy. Future studies at our institution will incorporate evaluation of implant quality and assessment of procedural competence into this framework. Residency programs should dedicate resources to this essential component of radiation oncology.

Assessing the Relationship Between Didactic Performance and Standardized Examination Scores in Pharmacy Students

Objective. To examine the effect size of third professional (P3) year students' grade point average (GPA) on Pharmacy Curriculum Outcomes Assessment (PCOA) scores and to summarize the effect size of PCOA scores on North American Pharmacist Licensure Examination (NAPLEX) scores. Methods. To accomplish the objective, meta-analyses were conducted. For inclusion in the meta-analysis, studies were required to compare PCOA scores to and report data that permitted calculation of a numeric effect size for the chosen outcome variables. Multiple databases were searched, including PubMed, CINAHL, EMBASE, ProQuest Dissertations and Thesis (abstract limited), Academic Search Complete, and Google Scholar. Correlations were used as the effect size metric for all outcomes. All analyses used an inverse variance weighted random effects model. Study quality was reviewed for each study included in the meta-analyses. Results. This study found that PCOA scores were moderately correlated with P3 GPAs, accounting for 14% to 48% of the variability in PCOA scores. The meta-analyses also showed that PCOA scores were moderately correlated with NAPLEX and accounted for 25% to 53% of the variability in NAPLEX scores. Both meta-analyses showed a high degree of heterogeneity and many studies included were of low quality. Conclusion. This first set of meta-analyses to be conducted on the PCOA showed that third professional year GPA does correlate with PCOA results and that PCOA scores correlate with NAPLEX results. Though there are significant limitations to interpretation of the results, these results do help further elucidate the role of the PCOA as a benchmark of progress within the pharmacy curriculum.

Professional development for classroom management: a review of the literature

ABSTRACT The ability of teachers to manage their classrooms is critical to achieving positive educational outcomes for students. Many teachers receive limited pre-service training in classroom management, creating a need for effective in-service professional development (PD). This literature review summarizes the results of 74 empirical studies examining the effects of PD on teachers’ classroom management behaviours. It identifies the characteristics of the existing literature base, the most frequent components of effective PD, and teacher and student outcomes related to PD. The results support a prior review that also suggested effective PD (i.e., desired changes in teacher and student behaviour) is predominantly studied at the elementary school level and, in addition to generic in-service trainings, most frequently includes didactic (direct) instruction, coaching, and performance feedback. These results have important implications for developing effective PD opportunities in the area of classroom management for in-service educators.

Banco Geométrico: gênese documental e orquestração instrumental

Apresentamos um estudo desenvolvido no seio do Programa Institucional de Bolsas de Iniciação à Docência (Pibid), que teve em seu bojo, o trabalho de bolsistas (licenciandos em Matemática) sobre e com os recursos para o ensino de Matemática. Em particular, analisamos o processo de concepção e aplicação de um jogo sobre o tema Poliedros, o Banco Geométrico. Destacamos como norte teórico a Abordagem Documental do Didático, a Teoria da Orquestração Instrumental e o modelo Mathematics Teacher’s Specialized Knowledge (MTSK). A coleta de dados ocorreu à luz da investigação reflexiva, pela qual são utilizadas várias ferramentas; a saber: observação de classe, entrevistas, videogravação, dentre outras; bem como o acompanhamento do trabalho documental dos sujeitos em diversos lugares (escola, laboratório, etc.). Dentre os resultados, sublinhamos elementos de evolução do jogo em tela, em virtude do trabalho documental e das orquestrações instrumentais (configuração didática, modos de exploração e desempenho didático). E, como esses elementos foram permeados pelo desenvolvimento de conhecimentos profissionais docentes.