Different Methods Of Teaching Research Articles

A Course on "Health Management in Crises" for Medical Students: A Delphi Study

Background: General physicians play a significant role in the health management of crises. In order to enhance the knowledge and skills of medical students on how to address health-related issues in crises and to promote their ability to manage and deal with such crises after graduation, appropriate training is necessary. Methods: Applying the Delphi method, 103 experts with field experience in health management and crises were invited to participate in the study. The Delphi study provided aggregation of the opinions and extracted the topics. Conventional content analysis was used to make sense of qualitative data gathered during the study. Results: Among the feedback (n = 66) obtained in the first round, a primary list was extracted including 27 topics and 97 single items. Nineteen major topics, encompassing 97 items, were finally determined in the subsequent rounds. The participants agreed to teach this course at the beginning the internship period via different methods of instruction. Conclusion: This study indicated that health management in crises is important and must be taught in medicine. This study provided a blueprint and an educational rationale as well as contents and structure of a course on health management in crisis to be delivered in undergraduate medical education.

Factors that influence hand hygiene practice amongst occupational therapy students

Purpose Hand hygiene is the single most important intervention to reduce the risk of acquiring infection. All healthcare workers and healthcare students have a responsibility to prevent transmission of infection. The purpose of this study is to investigate students’ attitudes to hand hygiene following university-based education and practice placement. Students attended a lecture, completed an e-learning module, participated in a practical session using a ultra-violet light hand inspection cabinet and engaged in clinical placement. Design/methodology/approach In all, 64 students participated in a multimodal hand hygiene education programme before clinical placement, with each student completing an in-class questionnaire after placement. Data were analysed using descriptive and comparative statistics. Students rated educational methods that had most influence on them. Their preference was for a practical hand hygiene education session. Students were also influenced by the therapist they were on placement with. They were least influenced by the didactic college presentation. Findings This study highlights that students may be influenced by different methods of education at different stages in their course and that placement may be an important influencing factor in the earlier years of occupational therapy education. Research limitations/implications This study highlights the importance of the availability of a multimodal educational approach and clinical placement to promote increased compliance with hand hygiene amongst students. Practical implications University healthcare course curricula should include multimodal approaches to the education of hand hygiene. While hand hygiene e-learning modules are beneficial, they should be used in conjunction with a multimodal educational strategy that incorporates practical elements. The influence of the therapist on a students’ behaviour should be utilised to improve both student and professionals hand hygiene adherence. Originality/value Original piece of work that is not widely discussed in Occupational Therapy literature.

Academic integrity in an emerging democracy: How university students in a former Soviet Republic balance achievement and success in education

After the fall of the Soviet Union, former Soviet Republics found themselves needing to revise and sometimes create systems affecting their emerging democracies. In education for example, the former Soviet system of teaching and learning was now open for new and different methods of instruction and evaluation. In countries like the Republic of Moldova, the revision and creation of an educational system was made even more problematic as a multi-lingual and multi-ethnic population saw opportunities in more open and accessible pathways through education and into business. These opportunities gave rise to the pressures of success, and at times, by any means necessary. This has created an environment where academic dishonesty has become prevalent at all levels of education especially in higher education. This paper examines the attitudes, beliefs and practices of university students surrounding academic integrity in the Republic of Moldova.

INTERDISCIPLINARY LINKS, LITERATURE AND HISTORY

Professional grounding of the teacher, his attainments of modern methods of education and his skills of their usage promotes the index of student`s training as well as helps the student in formation of good outlook and getting positive qualities.Different manners and methods of education give the teacher possibility to fix up his goals. That is why the teacher must be wellinformed of the new methods of education and must put them into practice perfectly.There are interesting links between object-lessons among different methods of education. One of the varieties of interdisciplinary links is literature and history. This way of education contributes to deep study of historical issues, helps to make lesson interesting effective.

Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists Within Schools

Academic tracking is a common feature of school organization, but it produces inequalities in student outcomes. High-stakes testing policies offer new opportunities for assessing students’ progress, but the instruments raise concerns about relying on such narrow measures of learning. This study utilizes a longitudinal data set that follows one cohort of North Carolina school students from public high school through the state university system to examine the difference in outcomes associated with academic track. Results show that upper track students do better in college even when controlling for achievement on high-stakes tests and that such tests are a stronger predictor of college success for upper track students than they are for lower track students. Interviews suggest that these differences can be attributed to different methods of instruction in each track.

Suggestions to Close the Gap in Nursing Education: Nursing Students' Perspectives

Background: The nursing profession is composed of two main parts; the theoretical part which reflects the knowledge that is received in the class room and the practical part which focuses on improving the students’ skills in the clinical area. The literature shows that there is a gap between these two parts. Aims: The aim of this study was to identify suggestions and interventions to explore the students’ perceptions about theory-practice gap in nursing education. Method: An explorative qualitative design was adopted. Individual face-to-face semi-structured interviews with thirty (second, third and fourth year) nursing students who had taken at least two clinical courses were done. Findings: The students have raised several ideas and suggestions to close the theory-practice gap in nursing education. Their statements and accounts were collected together and built five major themes: Open channels between theory and practice teachers, students need to be supported more, increasing the competency of clinical instructors, using different methods of education, and preparing and improving the clinical laboratories. Conclusion: The qualitative design used in this study provided deep and rich novel data about the theory-practice gaps in nursing education in Jordan. This subject is examined for the first time in Jordan. Therefore, the information from this study could be useful for undergraduate students, nursing schools, nursing teachers and the stakeholders in Jordan. Keywords: Theory-practice gap, nursing, education, Jordan.

다중지능이론에 기초한 수업과 언어지능 중심 수업의 어휘력 향상도 비교

This research is to draw comparisons between the students' learning effectiveness when receiving instruction using individual strong intelligences in relation to instruction centered on language intelligence only. In this study Group A students were taught vocabulary using their strong intelligence, whereas group B was taught using the language intelligence method. Also, students were asked to write down their opinion of each class at the end of the class as a learning diary. These diary entries were then used to determine the students' satisfaction with the different methods of instruction. In conclusion the degree of vocabulary acquisition varied according to the learners' ability, whereupon originally competent learners tended to take advantage from the instruction centered only on language skills. Conversely, it was more beneficial to mid-level and low-level students to learn vocabulary via the multiple intelligence method. In addition to previous capability, the results indicated that the type of strong intelligence had an effect on the students' improvement. Finally, students had various opinions toward these lectures - the general consensus was that the instruction was interesting and engaging; however, they acknowledged the class lacked its usual level of organization and conduct.

Suggestions to close the gap in nursing education: Nursing students' perspectives

Background: The nursing profession is composed of two main parts: the theoretical part, which reflects the knowledge that is received in the classroom; and the practical part, which focuses on improving students’ skills in the clinical area. The literature shows that there is a disconnect between these two parts.Objectives: This study aimed to identify suggestions and interventions to explore students’ perceptions about the theory-practice gap in nursing education.Methods: An explorative qualitative design with individual, face-to-face, semi-structured interviews with 30 nursing students (in the second, third and fourth year of their BSc program) who took at least two clinical courses.Results: The students raised several ideas and suggestions to close the theory-practice gap in nursing education grouped under five major themes: open channels between theory and practice teachers; students need to be supported more; increasing competency of clinical instructors; using different methods of education; and preparing and improving the clinical laboratories.Conclusion: The qualitative design used in this study provided deep and rich novel data about the theory-practice gaps in nursing education in Jordan. This subject was broached for the first time in Jordan. The information from this study could be useful for undergraduate students, nursing schools, nursing teachers and other healthcare stakeholders in Jordan.

Inputs and Process Factors Affecting the Quality of Training in Nekemte College of Teachers Education, Ethiopia

The main purpose of this research was to find out the condition of inputs and process of training in Nekemte College of Teachers Education. In order to meet the purpose, a descriptive survey study method was employed. Total 456 trainees of pre-service regular third year student teachers of the year 2012/2013 and 67 teacher educators of the same year were selected as a sample. From 120 teachers of linkage schools, 50% (60) teachers were selected by using simple random sampling method. For this, quantitative data were collected and analysed by using descriptive statistical tools such as percentage and chi-square tests. The result of the study shows that there were poor conditions of facilities and educational material/ inputs. Processing them in the way that they can give benefit as it is desired was not at good condition in the college. In addition to this, absence of internal organizational services of the college, inadequacy of the instructors‟ assessment techniques and ineffectiveness in use of different instructional methods were some of the problems that need urgent solution. Some recommendations are forwarded as how to bring quality training in Nekemte College of Teachers Education. Thus, while recruiting trainees, attention should be given to their academic performance, use of inputs and processing them, different methods of instruction and assessment, normal class size as the standard set by MoE are some of the recommendations forwarded to be practiced in the college. Keywords : Teacher educators, Teacher quality, Quality training, Inputs and process

A comparison of two methods of foot health education: The Fremantle Diabetes Study Phase II

AimsTo compare the effectiveness of two different methods of education on foot health, behaviours and attitudes in patients with type 2 diabetes. MethodsCommunity-based patients were consecutively allocated to written education (Group A) or an interactive educator-led session (Group B). A quantitative Foot Score (maximum 90 points score based on severity of treatable pathology), the Nottingham Assessment of Functional Foot Care (NAFFC) survey score (maximum 30 points reflecting frequency of foot care behaviours) and a 6-question survey of attitudes to foot complications were administered at baseline and 3 months. Results154 patients (mean±SD age 68±10 years, 59.7% males, median [interquartile range] diabetes duration 11.5 [5.6–18.9] years) were recruited. There was a greater change (Δ) in Foot Score from baseline to 3 months in Group A (8.3±3.6, Δ−1.8 (95% CI: −2.4 to −1.2) vs Group B (6.8±2.6, Δ−0.1 (−0.7 to 0.4); P<0.001), but no change in NAFFC survey score in either group (P=0.13). In the attitudes survey, Group B felt they better understood how to prevent foot complications than Group A after education (P=0.031). ConclusionsWritten information was more effective at improving foot health while interactive education improved confidence in undertaking preventive measures, suggesting that the most effective foot care education should include both components.

Open or Traditional Education : Requesting in Interlanguage Pragmatics

This paper is a comparative pragmalinguistic, sociopragmatic study of L2 request performance between learners in open and classical learning settings in Palestine. With the assumption that learners in both settings are driven by their L1 speech norms (L1 interference), the researcher tried to explain learners’ English language performance both pragmalinguistically, in regards to the level of indirectness and types of modification, and sociopragmatically, in regards to the impact of social parameters (status, distance and degree of imposition) on the level of indirectness and amount of modification. Since English and Arabic are distinct linguistically and culturally, the researcher tried to explain the extent of such influence with reference to language learning in both settings. The study was carried out at Al-Quds Open University (QOU) and the Arab American University (AAUJ) in Palestine. Discourse completion task (DCT) was used to collect relevant data, which were analyzed both quantitatively and qualitatively. The findings suggested that while QOU learners approximate L1 requesting norms pragmalinguistically and socipragmaically, AAUJ learners tend to play it safe through preference for norms that are less face threatening and more conforming to the English language traditions. The differences between the request performance of both groups of L2 learners could be attributed to the different methods of instruction and language learning policies at both universities. The study recommends a greater emphasis on face-toface meetings and the application of more interactive media for teaching and learning English as a foreign language in the open education settings.

Comparative Effectiveness of Instructional Methods: Oral and Pharyngeal Cancer Examination

This study compared the effectiveness of different methods of instruction for the oral and pharyngeal cancer examination. A group of thirty sophomore students at the University of Florida College of Dentistry were randomly assigned to three training groups: video instruction, a faculty-led hands-on instruction, or both video and hands-on instruction. The training intervention involved attending two sessions spaced two weeks apart. The first session used a pretest to assess students' baseline didactic knowledge and clinical examination technique. The second session utilized two posttests to assess the comparative effectiveness of the training methods on didactic knowledge and clinical technique. The key findings were that students performed the clinical examination significantly better with the combination of video and faculty-led hands-on instruction (p<0.01). All students improved their clinical exam skills, knowledge, and confidence in performing the oral and pharyngeal cancer examination independent of which training group they were assigned. Utilizing both video and interactive practice promoted greater performance of the clinical technique on the oral and pharyngeal cancer examination.

Student Perceptions of Instructional Methods Towards Alternative Energy Education

The effectiveness of different methods of instruction has been discussed since the early years of formal education systems. Lecture has been deemed the most common method of presenting information to students (Kindsvatter, Wilen, &amp; Ishler, 1992; Waldron &amp; Moore, 1991) and the demonstration method has been symbolized as the most effective tool developed for teaching (Seevers, Graham, Gamon, &amp; Conklin, 1997). Engaging students is paramount to allowing instructors to expand student knowledge levels. The purpose of this study was to determine if the Arkansas Secondary Biodiesel Education Program (ASBEP) over alternative fuels had an effect towards student interest. A significant difference was found between student interest in method of presentation, t(7) = 8.29, p &lt; .05. Furthermore, a strong positive correlation (r = .73) was found between posttest scores and student tinkering self-efficacy. Tinkering self-efficacy was also found to be positively and significantly correlated with method of instruction. Through understanding perceptions held by student being taught through different methods, instructors can capitalize and further knowledge acquisition by students.

The 6MWT

The Six-Minute Walk Test (6MWT) is commonly used to assess the fitness level of healthy adults and of older adults with disabilities. It can also be used as an intervention to increase walking endurance. However, its use may be limited in certain rehabilitation settings due to space requirements. If it can be shown that the measured linear distance walked in the 6-minute walk is comparable to the distance walked as measured by a pedometer, the test may be more widely used in a variety of rehabilitation settings. In addition, questions exist as to whether the method of instruction ("walk as far as you can" vs "walk as fast as you can") can impact the rate of perceived exertion of the person performing the test. The purposes of this study were to assess for differences in the measured linear distance and from the gender-based predicted value when compared to the pedometer measurement. In addition, we assessed the difference, if any, in the rate of perceived exertion (RPE) using the 2 different methods of administration. Furthermore, the distance in meters walked using the 2 different methods of instruction was compared; likewise, comparisons were made of these values to predicted values. A group of 26 older adults participated in this descriptive study. After a practice trial, each person completed 2 linear trials using different methods of instruction, ("walk as fast as you can" or "walk as far as you can") of the 6MWT while wearing a DIGI-WALKER SW-651 pedometer. Vital signs were taken before and after each trial. Linear distance, pedometer distance, and numeric value RPE were recorded. Paired t tests demonstrated no gender differences. An intraclass correlation coefficient (2,1) of 0.822 was calculated between all dependent variables. A repeated measures MANOVA was conducted to assess for differences between all variables resulting in no differences (F = 1.98; P = .13). Pairwise comparisons were also insignificant for the distance measurements except predicted value and pedometer fast P = .024. Paired t tests also demonstrated differences between RPE between trials (t = 2.15; P = .041). There was good agreement between these distance measures for the 6MWT. The use of a pedometer was found to be a valid measure of walking distance during the 6MWT. It was also found that the method of instruction made no differences in walking distance. Although the change was minimal on the Borg scale, the RPE was found to be significantly different between far and fast trials in healthy adults. From this study, it appears that that either mode of instruction is valid in healthy community-dwelling populations. Future studies should include populations with impairments.

Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

Our study focused on an educational intervention designed to increase the self-esteem of low-achieving eighthgraders. The intervention was a substance-specific life skills program built upon teacher-centered versusstudent-centered teaching methods. A cluster analysis identified four consumption groups prior to the intervention: Apotentially curious cluster (PC), a currently curious cluster (CC), an experimenter cluster (EP) and a consumercluster (CO). Self-esteem was measured three times in a pre-, post- and retention test design. The in terms ofpercentage biggest PC cluster only responded positively. A consistent increase was detected among both differentteaching methods and both genders. Thus, self-esteem as an important psychological construct of physical well-beingcould be influenced positively by many students in the context of a substance-specific life skills program.Educational consequences to increase the efficiency of scholastic measures are discussed.

The Effect of Implicit and Explicit Grammar Instruction on Learners’ Achievements in Receptive and Productive Modes

The aim of this study was to investigate the effects of implicit and explicit language instruction on students’ ability to learn grammar and use it appropriately in their writing. To this purpose, two intact classes of 30 adult learners were chosen for teaching the targeted structure (present perfect) through different methods of instruction. The results indicated the outperformance of the participants in the explicit group over the performance of the participants in the implicit group in both productive and receptive modes. The findings support the arguments regarding the importance of metalinguistic awareness in language learning.

Pre‐admission education in surgical rheumatology nursing: towards greater patient empowerment

This study compared the pre-admission education received by two groups of rheumatoid arthritis (RA) patients scheduled for hip arthroplasty. The specific aim was to compare these patients' knowledge about care-related issues and sense of certainty about that knowledge, empowering learning experience, length of admission discussion, length of hospital stay and number of health problems. Previous studies have shown that surgical pre-admission education is beneficial, but there is no evidence on the relative effectiveness of different methods of education. We used a pre-post-test design with two groups of surgical RA patients (Group I pre-admission education via telephone and standard written educational material, n = 29; Group II standard written educational material, n = 30). The data were collected with previously used instruments (OPKQ, MEQ), and demographic and clinical variables were asked. The mean score for knowledge about care-related issues and sense of certainty about that knowledge for Group I and for Group II showed no statistically significant differences at baseline and at admission. At discharge, however, a significant difference was seen between the scores--in favour of Group II. On the other hand, patients in Group I were found to be more empowered in all areas than patients in Group II. Written educational material seems to be a good choice for pre-admission patient education compared with telephone counselling, particularly when patients are knowledgeable about care-related issues before admission. However, education via telephone is experienced by patients as more empowering than written educational material. To increase patient's knowledge written educational material can be recommended for use, but to increase patient's empowerment telephone education is better.

The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities

The purpose of this study was to investigate the effects of strategy instruction on the reading literacy of students with mild and moderate intellectual disability. Students aged 15–21 with intellectual disability (n=35) participated in 24 sessions of literacy strategy instruction (experimental condition) or remedial literacy‐skill acquisition‐ lessons (control condition). The main objective of strategy instruction was to foster comprehension monitoring. Through shared dialogues, students were trained to generate questions about text, to summarise what was read, to clarify difficult words and to make predictions. The strategies were taught using the reciprocal teaching method developed by Palincsar and Brown. This method involves provision of support adjusted to students’ difficulties and peer teaching of strategies. Control subjects were exposed to direct instruction of basic reading skills that were presented sequentially and practiced solitarily by the students. Opportunities were given to respond to questions and to summarise but no strategy instruction was provided to foster comprehension monitoring. Two different measures of comprehension and a measure of strategy use were administered to test for variation across different methods of instruction. Findings on all measures provide support for the claim that strategy instruction is indeed superior to traditional remedial methods of skill acquisition in fostering reading literacy comprehension. These findings challenge the common perception that literacy is an organic impossibility for people defined as intellectually disabled. Moreover, the results add to recent research in sociocognitive instruction that supports the need to modify prevailing methods of reading curriculum and suggests a reconceptualisation of the comprehension process and its instruction to students with intellectual disabilities.

Improving the quality of peak flow measurements for the diagnosis of occupational asthma

Serial measurements of peak expiratory flow (PEF) are recommended in the evidence-based review list as the first stage in objective confirmation of occupational asthma. Different centres have reported widely different success in obtaining records of sufficient data quantity for diagnosis. We investigated different methods of instruction and determined the return rate and quality of the resulting record for the diagnosis of occupational asthma. Consecutive new referrals were recruited from a specialized occupational lung disease clinic and requested to carry out serial PEFs for the assessment of suspected occupational asthma. Requests to carry out the records were either from written postal instructions or personal instruction from a PEF specialist. Record quality received from other clinicians was also analysed separating those using dedicated occupational forms, and those submitting on graph type forms. The postal return rate was 56% and the personal rate 85%. The number of records fulfilling all the data quality criteria were similar in the postal and personal groups (55 and 59%, respectively). Pre-existing records from other clinics plotted from graph charts (fulfilling all criteria) were only adequate in 23%, compared with 61% adequate for pre-existing records plotted from occupational forms. Failure of the record to contain consecutive work periods of > or =3 workdays was the most common failure. The return rate of PEFs for diagnosing occupational asthma is better when patients have been given specific instructions from a PEF specialist and the data quantity better when recorded on a dedicated form.

Student-Centered Learning: A Comparison of Two Different Methods of Instruction

Student-centered learning is an increasingly important pedagogical approach. Any method that focuses more attention on students' learning than it does on instructors' teaching should benefit the students' understanding of the material. This article describes and compares the use of two different student-centered techniques (Concept Checks and Just-In-Time Teaching) in small undergraduate lecture courses. The use of each technique, ease of development and its utilization, and the benefits to both the student and the instructor are discussed.