Didactic Setting Research Articles

Didactic Considerations When Working With Languaculture in a Modern Language Classroom

"Didactic Considerations When Working with Languaculture in a Modern Language Classroom. The article investigates how educators in higher education can work with languaculture in a modern language classroom by using critical languacultural awareness, critical discourse analysis and translatology instruments. The article begins with a brief summary of how the term languaculture has developed over the years, how it has been adapted to a didactic setting by other scholars and how translation tools can resolve issues regarding equivalents and lacunas when working with texts between different languages. Thereafter, the article provides two examples of how one can work with typical Swedish cultural-specific expressions such as miljonprogrammet and snilleindustrin. Keywords: Critical languacultural awareness, critical discourse analysis, equivalence, languaculture, languarealia."

Ready. Set. Game: Using Nursing Knowledge to Escape the Virtual Room in the Didactic Setting.

Most virtual escape rooms are built using Google documents that ask a series of questions; our faculty team wanted to provide a more interactive experience in a large classroom and created a virtual escape room that mimicked the Next Generation NCLEX testing platform. Each room contained a case study with multiple-choice questions. Seventy-three of 98 possible students completed the escape room survey. All recommended this activity to other students, and 91 percent said they preferred the game format more than the lecture format. Virtual escape rooms are interactive, engaging, and can be used successfully to bridge theory to practice.

Sourcing-Prozesse und die Schneckenstreichler_innen von Idaho City. Ein didaktisches Setting zum Training von Kompetenzen im Umgang mit Fake News

This article first presents the theoretical and empirical foundations of “Station 2” of a didactic setting in which learners deal with sourcing operations and apply them to a text corpus on a topic created for this didactic setting. The core of the text corpus is a reportage about former miners who now earn their money as “snail strokers” in order to help a landscape devastated by coal mining to grow new vegetation with the snail slime obtained in this way. Through sourcing operations (i.e. through metadata-based evaluation of the texts), learners can identify intentions and perspectives in these texts and assess the credibility of the information. The paper further presents results of data analysis, which are used in the sense of design-based research for further optimization of the setting and modification of the theoretical considerations about it.

(355) Sexually Speaking: How are Medical School Clinical Curricula Preparing Future Physicians?

Abstract Introduction Sexual health is an essential component of overall health and wellness. It has been demonstrated that roughly one-third of patients in the United States have sexual dysfunction defined as persistent, recurrent problems with sexual response, desire, orgasm, or pain that cause distress. Currently, only half of United States medical schools require formal sexual health instruction, which contributes to the under-preparedness physicians experience in addressing essential issues related to female sexual medicine (FSM). Previous work from our group revealed a need for restructuring pre-clinical medical school curricula as they pertain to FSM and female sexual dysfunction. Thus, a comprehensive education in medical schools’ clinical curricula covering FSM, including standardized screening for sexual dysfunction, assumes an important role. Objective This study focuses on educational content within the obstetrics and gynecology (OBGYN) core clerkships of medical schools to determine if and how FSM is taught to third-year medical students as they interact with patients. Methods OBGYN clerkship syllabi, synchronous lecture materials, and supplemental resources were collected from four medical schools, including three allopathic and one osteopathic institution, in the surrounding Chicago, Illinois area. To standardize our clinical curriculum needs assessment, we limited content review to lectures and resources provided directly from the institution to students during their OBGYN rotation. Upon review of each institution’s clerkship materials, we assessed the goals set forth in each syllabus in terms of lecture or online learning content required for completion by rotating students. Results Clerkship curriculum materials were collected from four (n=4) medical schools. Three of the four institutions dedicate 6 weeks to the core OBGYN clerkship, while one dedicates only 4 weeks. When comparing the specific aims and course content outlines in the rotation syllabi, 3 out of 4 institutions included topics on FSM or female sexual dysfunction. Of these, only one institution had corresponding synchronous clerkship time dedicated to these topics as a one-hour-long required lecture for students. Furthermore, only one program offered training to third-year clinical students in comprehensive sexual history-taking practices, including screening for female sexual dysfunction. The format in which this was fulfilled was through a recommended online module for interested students to complete independently. Conclusions Our focused needs assessment of both allopathic and osteopathic medical schools in the Chicagoland area reveals inconsistencies in the outlined institution-specific goals of their OBGYN clinical rotation and the content that was available and required for students to complete. A single one-hour lecture was included at only one institution specifically dedicated to the screening, diagnosis, and treatment of female sexual dysfunction. This same school was the only of the four to offer any training in screening for female sexual dysfunction, and this was not required, only recommended. Future work includes emphasizing FSM as crucial a domain for medical students to gain proficiency and confidence during clerkships, particularly in a didactic setting that can be utilized clinically on the wards. Disclosure No

Evaluation of pharmacy student empathy scores before and after a geriatrics advanced pharmacy practice experience (APPE)

IntroductionEmpathy from healthcare providers is associated with improved patient care and satisfaction, resulting in increased emphasis on empathy in pharmacy school curricula. Previous studies showed improvement in pharmacy student empathy after older adult-specific simulation activities in the didactic setting, but no such data exist for the practice environment. This study's purpose was to evaluate the impact of a geriatrics advanced pharmacy practice experience (APPE) on pharmacy student empathy toward older adults. MethodsAll fourth-year pharmacy students in a geriatrics APPE at one of four participating sites were offered to participate in the study at the beginning of the rotation. Empathy was measured at baseline and end of the rotation using the Kiersma-Chen Empathy Scale (KCES). Wilcoxon matched-pairs signed-ranks test was used to test differences from pre- to post-rotation. ResultsFifty-four of the 110 eligible students opted to participate in the study, and 46 completed both the pre- and post-surveys. Most students were female (55.6%), and the average age was 27.3 years. Mean empathy scores for all students increased significantly by 4.89 points (z = 4.17, P < .001, d = 0.97). Specific KCES items related to handling other's feelings and viewing another person's perspective also significantly improved. ConclusionsEmpathy is a key component to professional development in healthcare students, and a geriatrics APPE provides an opportunity for students to grow this soft skill. Although further study is warranted, older adult focused rotations may be considered by schools of pharmacy to aid in preparing “graduate-ready” pharmacists.

17.3 Teaching Modules: Engaging the Child and Adolescent Psychiatrist Learners as Developing Teachers

Developing residents and fellows as medical student teachers is an important component of graduate medical education and team-based practice. However, resident teaching is often limited by internal factors (eg, lack of comfort with teaching, lack of specific medical knowledge) and external factors (eg, lack of time available for teaching). Faculty encouraging and directing the use of shared resources can facilitate residents as teachers in both the bedside and didactic setting.

Technology, participation and bodily interactions in nature: The potential of mobile technology in situated learning

Abstract In this study, we test and discuss a Danish communication and entertainment mobile application (app) aimed at children aged 10 to 12 years for use by families and schools. The app, Tidslommen, has been developed by Museum Vestsjælland, a collaboration among natural history museums in Denmark. Tidslommen features audio and video guides and augmented reality with game elements, which become active when users enter specific geographical spots. Adopting a transdisciplinary approach (media study, studies in children’s culture, educational neuroscience, educational anthropology) and using a combination of the walkthrough method and sensory ethnography, we explore the functionalities of the app at four locations. With our field-based user experiences as the point of departure, we analyse and discuss the potential and challenges related to the intersections among bodily and nature-based experiences, mobile technology and participatory practices as part of a didactic setting that aims to encourage children to participate in experiences with nature. Our study suggests that using mobile technology encourages interactions between peers and moving around at a location. The app also allows for an individualised experience characterised by a play-oriented approach to the location.

An escape room activity to teach transitions-of-care: Student perceptions and lessons learned

Introduction: Outside of experiential pharmacy education, there is a lack of curricular innovations focused on teaching transitions-of-care (TOC) to pharmacy students. Description of Innovation: A TOC escape room activity was implemented for pharmacy students after learning about diabetes management in the didactic curriculum. A perceptions survey and pre-and post-activity knowledge assessment were administered to assess student knowledge attainment and allow for continual improvement of the activity. Evaluation: The majority of students perceived that the escape room activity improved their readiness to treat patients with diabetes during care transitions. The escape room significantly improved knowledge, as demonstrated by an increase in mean scores between pre-and post-activity knowledge assessments. Future Implementation: Though the escape room activity was perceived by pharmacy students as an enjoyable opportunity to apply material from a didactic setting, many challenges related to content development, assessment administration, logistics, and material complexity were experienced.

Advertising and the Transformation of Screen Cultures

Advertising and the Transformation of Screen Cultures

Examining Teachers’ Intention to integrate Robotics-based Storytelling Activities in Primary Schools

&#x0D; Though expanding computational thinking to primary school students has become more prevalent, there is a lack of appropriate didactics. Educational robotics offers a possible approach. However, innovations can only find their way into the classroom if teachers find them feasible and meaningful. Thus, appropriate training and further education of teachers are becoming a necessity. This paper reports on investigating professional development for teachers in programming robots by integrating the method of storytelling in their teaching. It draws on the Technology Usage Inventory (TUI) model to explore how an interdisciplinary intervention with programmable robots, combined with the storytelling method “Tell, Draw &amp; Code” can influence the intention to use them in the classroom. Comparing the pre-and post-test and the qualitative data analysis shows a significant increase in positive attitudes towards the use of robots. The learning scenarios produced by the participants show how successful implementation can succeed. These findings highlight the need for teachers to explore, reflect, and experience the potential of new technologies as part of their teacher development to implement innovations sustainably. The quasi-experimental study shows that this problem-based and interdisciplinary didactic setting is particularly well received by teachers because it promotes computational thinking, narrative, and reading skills in primary school students in equal measure, and it can be easily taught and transferred.&#x0D;

Jan Kochanowski – pomiędzy renesansowym poszukiwaniem ładu a szkolną wersją lektury

The article deals with issues related to improving among students the skills of receiving Jan Kochanowski’s songs. The three most recent textbooks for the Polish language were analyzed – in particular, chapters devoted to the Renaissance period and the didactic setting covering individual works by the poet from Czarnolas. The exploration scarried out were situated in the area of cultural research. The en tire article focuses on the search for a method by which Reading Old Polish works in a secondary school will allow for the development of the reception and interpretation skills of contemporary high school students.

Impact of COVID-19 on dental education in Europe: The students' perspective.

COVID-19 pandemic impacted dental students and postgraduate residents world-wide, forcing them to rapidly adapt to new forms of teaching and learning. Dental school leaderships needed to ensure the academic continuity, therefore the majority of the in-person actives were transitioned into a virtual setting. The aim of this study was to identify students' perception regarding the measures taken to adapt during the pandemic by different dental schools in the European Region. This cross-sectional study utilised a validated 37 questions survey. Ethical approval was obtained from the Trinity College Dublin, Ireland. Using this instrument, the perceptions of the European dental students regarding the impact of COVID-19 on their education and mental health were identified. The questions were divided into categories: standard demographic information; models of education during the COVID-19 pandemic (types of teaching, examination and other educational activities) and support received. The survey was administered through electronic online tools, and all responses remained confidential. The data were processed through quantitative and qualitative analysis. A total of 879student responses to the survey from 34 countries in the European Region were included in this study. When asked about the time spent on their education, 50% of the participants (n=435) reported spending less time on their education and 30% (n=265) reported spending more time. The types of teaching included showed a heterogeneous approach, varying from online simulations to problem solving for the didactic setting, or a hybrid model with group activities for the clinical setting. There were broad splits in satisfaction with the education delivered, with 44% (n=382) being either satisfied or very satisfied and 31% (n=279) being either unsatisfied or very unsatisfied. Students were most concerned with their clinical experience and skills. The qualitative and quantitative data compiled in this cross-sectional study enable a direct comparison between different approaches to adapt dental education during the COVID-19 in the European Region. Future studies are recommended that will include compiling perceptions from the staff, faculty and administrators on the transition as well.

The role of technology in assessment, documentation, and tracking of clinical competencies in radiography education

The role of technology in assessment, documentation, and tracking of clinical competencies in radiography education

Should attendance for preclinical simulation and clinical education be mandatory?

Mandatory attendance, particularly in didactic settings, is a highly debated topic in higher education, including dental education. Within dental education, a large portion of education occurs in preclinical laboratories and clinical environments. There is little to no research on attendance in these settings in dental schools. This point/counterpoint paper examines the pros and cons of mandatory attendance in these highly specialized educational settings. With the backdrop of the COVID-19 pandemic that began in March 2020 and continues to impact dental education at the time of publication, this topic has become even more relevant. Viewpoint 1 claims that attendance should be mandatory because a greater exposure to preclinical and clinical environments helps foster better clinical hand skills, critical thinking, decision-making, problem-solving skills, and an overall sense of professional identity. It goes on further to suggest that there may be a link between attendance and performance in exams and that attendance is part of the dental school's responsibility. Viewpoint 2 argues that the rationale for attendance is complex, and that creating learning environments that are psychologically safe will incentivize students to attend, even without mandatory attendance policies. Furthermore, it explains that technological advances have allowed dental schools to think creatively about asynchronous learning, which by its very nature does not require attendance at a given time. The authors of both viewpoints conclude that the preclinical and clinical education and experience are critical dental education and that dental school leaders should focus on improving the quality of these experiences.

Exploration of Immersive Virtual Reality in Teaching Veterinary Orthopedics.

The COVID-19 pandemic has catalyzed the use of novel teaching modalities to enhance the provision of remote veterinary education. In this study, we describe the use of immersive virtual reality (iVR) as a teaching aid for veterinary medicine students during their orthopedics clinical rotation. Student sentiments were assessed using voluntary electronic surveys taken by veterinary students before and after the rotation. The most noteworthy benefits students reported were improved engagement with the course content, information retention, radiographic interpretation, and clinical reasoning skills. Obstacles encountered during the initial stages of the program included financial and temporal investment in equipment and content development, technical troubleshooting, and motion sickness. Though it is unlikely that iVR will ever fully replace hands-on learning experiences, it presents an educational opportunity to supplement traditional learning methods, motivate students, and fill information gaps. As iVR technology continues to evolve and improve, potential applications in the veterinary curriculum grow, making the modality's use progressively more advantageous. Although this study describes its application in an orthopedic setting, the versatility of the iVR modality lends the potential for it to be implemented in a number of clinical and didactic settings.

A Tiered Approach for Integrating Patient Outcome Measures into the Curriculum

Context Knowledge and understanding of effective practices for integration of patient-reported outcome measures (PROMs) within athletic training curricula are necessary to bridge the gaps between didactic application, content assessment, and clinical implementation. Objective To provide athletic training educators with a tiered approach to implement content and assessments related to PROMs in the athletic training curriculum. Background An emphasis in the athletic training community is the need to incorporate patient-oriented evidence that matters into clinical practice. One way of achieving this transfer of knowledge is incorporating PROMs into athletic training curriculum. The 2020 Commission on Accreditation of Athletic Training Education (CAATE) Standards include PROMs and strategies to evaluate them for use in clinical practice to improve patient care. Thus, stakeholders responsible for students' education must have the knowledge and ability to properly address these standards in order for students to utilize these skills as future athletic trainers. Description This article offers an approach for educators to teach and assess PROMs within their athletic training curriculum. Clinical Advantages By utilizing an effective teaching approach for the implementation of PROMs, educators, preceptors, and students may collectively integrate these validated tools accurately into patient care to provide a more holistic practice. In addition, using a tiered approach will increase understanding and confidence for athletic trainers who have identified barriers and may not have prior clinical experience in the implementation of PROMs with patient care. Conclusions The knowledge and use of PROMs are expected of students in CAATE-accredited athletic training programs. In order to ensure and enhance the transfer of knowledge from the didactic setting to clinical practice, the use of a tiered approach may benefit athletic training educators as they integrate this content into coursework. In turn, perhaps future clinicians may be more apt to value the benefits of PROMs.

Connecting Through the Screen: Remote Learning and Telehealth During the COVID-19 Pandemic.

To the Editor: Since the beginning of the COVID-19 pandemic, a national consensus on medical student roles has not been established. 1 Students remain eager to participate in patient care, 1 but are distanced from patients, faculty, and rotations. This has prompted medical schools to augment nonclinical clerkship education using remote learning and telehealth. With a faculty mentor, 11 Wake Forest School of Medicine students created a clinical internship program to assist the neurology department’s telehealth response to COVID-19. The objective was to create learning opportunities for students through conversations with patients about their telehealth visit and, in the process, gather after visit data to inform clinical operations. In the first 6 weeks of COVID-19-related ambulatory telehealth, students made 1,600 structured calls and engaged with 583 patients (36.5%). Students learned by connecting with patients—their discussions about telehealth and anxiety regarding current events allowed students to learn from patients’ frontline experiences. Student-generated data contributed to the clinical response to COVID-19. Patients eagerly adopted telehealth, with 75% reporting that “all” their needs were met via televisit and 74% indicating that they would consider future ambulatory telemedicine. 2 Students improved continuity of care by identifying postvisit concerns and refill needs and by facilitating timely physician follow-up. Students gained a window into socioeconomic barriers experienced by patients. One student commented, “we’ve discussed these concepts in a didactic setting, but it is significantly more impactful to understand the effects of social determinants [of health] by speaking with real patients.” Age, financial burden, and the digital divide were prominent barriers even among patients who successfully completed telehealth visits. Students learn best by doing. In this crisis, we have found an opportunity to learn through engaging with patients and have found purpose in contributing to the pandemic response. Here, the need for physical distancing created an opportunity to learn by connecting with patients after their visit. In the future, similar programs could facilitate learning through supporting homebound patients or cancer patients undergoing treatment. Telehealth allows students to expand beyond traditional curricula and support patients in novel ways. Medical education must evolve to reflect this new reality, and we believe that emphasis on patient connection is central to a truly comprehensive medical curriculum. Acknowledgments: The authors wish to thank all the members of the student team for making this project possible including Allysen Schreiber, Alexander Ambrosini, Annie Madeline Thurman, and Dani Smith. The authors also thank Dr. Roy E. Strowd for his mentorship in establishing this clinical internship and comments on earlier drafts of this letter.

Implementation of a Teaching Electronic Medical Record within Didactic Instruction Using a Drug Information Question Assignment

Background: Pharmacy graduates are expected to be practice-ready to deliver quality patient care, which includes having comprehensive knowledge of health informatics and electronic medical records (EMRs). The purpose of this study was to (1) incorporate an EMR within a pharmacy student assignment, and (2) assess student perceptions of use of the EMR. Methods: Student pharmacists received a patient-specific drug-related question and were required to use an EMR to provide an accurate response. Following completion of the assignment, students were invited to complete a retrospective, pre-post survey instrument to collect their perceptions. Results: Only 28.8% of respondents reported prior experience using an EMR. Student perceptions about use of an EMR within the didactic setting significantly improved from before to after the assignment. Differences were found in respondents who agreed that didactic use of an EMR increased their confidence in obtaining information from an EMR (20.5% to 82.8%) and improved their knowledge of EMR systems (61.4% to 89.3%). Conclusions: Implementation of an EMR within didactic instruction may serve as the first exposure to health informatics for students and positively impacts student perceptions of these tools prior to entry into pharmacy practice.

Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

Scholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students’ learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts cannot. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Australian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.

Implementation of Cultural Competence Education into Athletic Training Programs: A Qualitative Report

Cultural competence education is a foundational behavior of professional practice that Athletic Training Programs (ATPs) have been tasked to incorporate into their curriculums. Ten ATP faculty were individually interviewed to determine the current methods used to teach provision of culturally competent care. Four major themes were identified: 1) Barriers to cultural competence education implementation in a didactic setting, 2) Strategies for incorporation into an existing didactic curriculum, 3) Barriers to cultural competence education in a clinical setting, and 4) Strategies to implement cultural competence education into an existing clinical model. Further research is necessary to determine the effectiveness of specific strategies.