Effective Educational Experience Research Articles

Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the BlackCreate Framework Through a Systematic Review

Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students’ brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students’ creativity.

Using Web Video Conferencing to Conduct a Program as a Proposed Model toward Teacher Leadership and Academic Vitality in the Philippines

The COVID-19 pandemic prompted private basic education in the Philippines to hold a professional developmental program for faculty members using web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to a fully online environment, this study aimed to evaluate the use of web video conferencing and the development of a faculty development program on sustaining teacher leadership and academic vitality through research. The training was held for nine weeks, and 33 faculty members of the institution participated. Quantitative data include survey questionnaires on perceptions on action research, perceptions on technology integration, training proficiency, and pedagogical practices. Qualitative data include analysis of video recordings, reflection journals, observation notes, and actual research outputs. It utilized descriptive developmental action research using a convergent mixed-method approach, and thematic analysis. Findings show that the use of WVC as a mode of delivery proved successful in creating an effective educational experience for all the participants as evidenced by their enhanced teacher leadership skills and academic vitality. These skills were demonstrated through their willingness to promote professional inquiry as shown by their actual research outputs and demonstration of high proficiency in the adoption of technology integration.

P083 Age of Nap Cessation and Short-term Social-Emotional Functioning in Early Childhood

Abstract Background Daytime nap cessation, in which sleep transitions from biphasic to monophasic sleep, is a common feature of early childhood sleep patterns. Yet, to date, understanding of the meaning of this transition for children’s development is not well understood. The aim of this study is to investigate the relationship between the age of nap cessation and behavioral and social functioning in young children. Methods Parent report data from the Effective Early Educational Experiences (E4Kids) study of N=1700 children from across Queensland and Victoria is analysed. Data on age of nap cessation, Strengths and Difficulties Questionnaire (SDQ), and Social Skills Improvement Scale (SSIS) is examined to determine whether age of nap cessation is associated with internalizing and externalizing behaviour and social skills in early childhood. Progress to date Data collection and cleaning are complete. Initial descriptive analyses and identification of significant covariates are underway, and final regressions will be run shortly. Intended outcome/ Impact This study provides new evidence on the relationship between age of napping cessation and social-emotional outcomes in young children. Such evidence is important for building an understanding of the role of sleep cessation in children’s early development, and to inform practitioners and parents responsible for supporting children’s sleep.

A Virtual Approach to Promote Inter-Professional Learning (IPL) Between Biomedical Science and Medicine in Higher Education for the Benefit of Patient Care.

In the clinical setting, collaboration between multidisciplinary teams is core to providing effective patient care. The delivery of traditional interprofessional education is associated with a number of logistical challenges, which were heightened by the Covid-19 pandemic. This workshop was developed to bring together Biomedical Science and Medical students using an online platform. The workshop consisted of (1) defining interprofessional education, (2) introducing the role of the Pathology laboratory, (3) Professional registration with regulatory bodies and (4) an insight into Covid-19 laboratory diagnosis. The session was supported by mixed group breakout rooms and interactive polling. Thirty four percent of students completed a post-workshop online survey which included open and closed questions. Thematic analysis revealed a better understanding the role of the pathology laboratory in diagnosing disease, an increased awareness of the similarities and differences in the roles of a Biomedical Scientist and a Medic and the importance of a multi-disciplinary team in achieving effective patient care. Quantitative analysis of survey data revealed that the majority of students reported positive experiences of interprofessional education online. Approximately 90% of students agreed that the workshop enabled them to increase their understanding of their own roles within healthcare, in addition to increasing their understanding of the roles of other healthcare professionals. 74.3% of participants reported that working with students from a different programme provided an alternative perspective. Seventy nine percent of students agreed that the online format enabled interactivity and discussion of the tasks. Of the 204 students, 85% engaged with the four polls during the workshop. This online workshop enabled discussion between degree programmes, enabled interactivity and allowed the learning outcomes to be met. Universities should embrace online platforms to provide a novel, engaging and effective interprofessional educational experience.

Literacy Development at Camp: Leveraging Language Models

AbstractThere is little research on effective educational experiences for deaf and hard‐of‐hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh adults working in classrooms with d/hh children, and provided literacy instruction for elementary‐age campers. We found that the children improved in all tested areas, and observations of d/hh adults provided evidence that with minimal training they were able to implement important facets of literacy instruction with the campers. Further research on these types of experiences and their potential for lasting impact after the camp is necessary.

Controlled comparison of a flipped classroom evidence-based practice course delivered online or on-campus

The flipped classroom model is a well-known evidence-based educational approach for student-centred learning. In a flipped classroom, students receive instructional content before class, and use classroom time to engage in...

The Effects of Earthquake Experience on Disaster Education for Children and Teens.

The purpose of this study is to examine the factors of disaster experience that impact the effectiveness of disaster education on school students (children and teens). Following the magnitude 5.4 Pohang earthquake in 2017, Pohang City Hall conducted a school earthquake disaster education program over a period of four months (August to November) in 2018. Professors and graduate students from the Ulsan National Institute of Science and Technology taught around 5000 middle and high school students, while also conducting surveys. The experiences of the Pohang earthquake were analyzed and divided into cognitive responses and emotional responses. Students who felt activated emotional responses, surprise and fear, but not joy, tended to have more effective educational experiences. On the other hand, unpleasant emotional reactions, such as anger and sadness, had a negative effect on educational effectiveness. The cognitive response, which is perceived intensity in this research, did not impact educational effectiveness significantly. These results imply that the emotional responses of students are more important than their cognitive responses in providing a disaster education program. This means that even though an earthquake may be small in magnitude and may not cause physical damage, we still need to provide immediate disaster education to the children and teens if they are surprised and afraid of future disasters.

An examination of personality traits as a predictor of the use of self-regulated learning strategies and considerations for online instruction

Each learner brings a unique mix of personality traits, preferences, and talents to the educational setting. These factors can influence the extent to which learners are able to effectively deploy skills and strategies to achieve their academic goals. Gaining a deeper awareness of how specific personality traits play a role in the choice and deployment of SRL strategies provides opportunities to anticipate which learners might be effective or ineffective self-regulators. Doing so would enable instructional designers, educators, or higher education administrators to better plan and deliver effective educational experiences for a wide range of learners. The purpose of this study was to investigate the extent to which the use of SRL strategies was impacted by learner differences in Big Five personality traits. This mixed methods study examined the potential of utilizing the Big Five Inventory classification as a predictor of self-regulated strategy use. Specifically, the study investigated the relationship between the existence of openness, conscientiousness, extraversion, agreeableness, and neuroticism traits as possible predictors of learner use of SRL strategies. Results indicated that learners high in openness, conscientiousness, extraversion, and agreeableness were shown to be more skilled self-regulators than those high in neuroticism. Those high in neuroticism were less skilled self-regulators and tended to use help-seeking strategies more frequently than those in other personality trait categories. The qualitative findings highlighted the need for effective time management as an important self-regulation strategy, a preference for face to face versus an on-line delivery format, and a lack of motivation. However, responses did not seem to systematically vary by personality trait.

Anesthesiology Handoff Simulation Case: A Handoff From Intensive Care Unit to Operating Room for Anesthesiology Learners.

Handoffs have been shown to be a potential cause of communication failures, leading to possible inefficiencies and patient harm. We noticed that our CA-1 residents were struggling with patient handoffs and designed this simulation to improve their handoff skills. This anesthesiology-specific simulation introduced learners to the perioperative handoff process. We designed it for anesthesiology learners, including junior residents, medical students, and student nurse anesthetists. The simulation centered upon an anesthesiology resident taking care of an ICU patient and handing that patient off to another anesthesiology provider, who took the patient to the OR. We charged learners with reviewing the patient's history and hospital course and giving a complete handoff. We evaluated learners on the completeness and quality of the handoff, as well as on their performance during the session. Twenty-seven learners participated in this handoff simulation. The participants reported that the simulation improved their understanding of the anesthetic implications of medical conditions and gave them a better understanding of the essential elements of a handoff. Learners also indicated that the debriefing portion of the simulation was effective in filling some of their medical knowledge gaps and improving their handoff skills. This simulation was found to be an effective educational experience for our CA-1 and CA-3 residents, medical students, and student nurse anesthetists. Feedback was positive from all learners. As a result, this simulation will be implemented in the early learning curriculum for all of our CA-1 residents.

Understanding Learners' Experiences of Simulated Person Methodology in an Athletic Therapy Program.

IntroductionKey skills required of today’s students include critical thinking, problem-solving, creativity, innovation, collaboration, and communication. The acquisition of these skills is foundational to success in a variety of professions and contexts. This study complements a larger simulated person methodology (SPM) project that utilizes simulators (individuals who are trained to realistically reproduce scenarios by providing specific information, displaying signs and behaviours, and creating a realistic encounter in a consistent manner) to replicate real workplace issues, thus affording students an opportunity to apply knowledge and practice real-life skills necessary to the workplace. The primary objective of this study is to apply this innovative teaching approach in higher education as a means of developing proficient critical-thinking and interpersonal skills.MethodsThis pilot study uses an exploratory mixed-methods design to explore the experiences of 12 students enrolled in an athletic therapy (AT) certificate program that uses SPM. Our hypothesis is that SPM will have a positive impact on student learning and professional development.ResultsThe students responded favourably to the use of SPM. Indeed, 80% “felt challenged and stimulated” and deemed SPM to be a “more effective method” of practicing communication skills than practicing with fellow students. These findings can inform future research and support work towards enhancing this methodology as a pedagogical approach. In tandem, this study and the larger SPM project are poised to provide an effective undergraduate education experience across various faculties at the pilot university. More work is required to align this teaching approach with the AT education program redesign.

Gatekeeping and restrictive practices by Australian mainstream schools: results of a national survey

ABSTRACT The Commonwealth of Australia (2016) inquiry into access to learning for students with disability received several submissions on gatekeeping practices in Australian schools, resulting in minimised school enrolment and reduced participation in classrooms. The inquiry also received reports of the use of restrictive practices such as restraint and seclusion. As Australia has ratified the United Nations Convention on the Rights of Persons with Disabilities (2006), which stipulates the requirement to provide inclusive, safe and effective learning environments and educational experiences for every person (Article 24), these practices warrant further investigation. As part of an Australia–wide survey of families and staff around the Disability Standards for Education 2005 (Com Law. 2015. Retrieved from http://www.comlaw.gov.au/Details/F2005L00767), data were collected on a range of gatekeeping and restrictive practices from more than 900 respondents, of whom 745 were family members of a student with disability. Over 70% of the families who participated in this study reported having experienced gatekeeping or restrictive practices. This study identifies that the practices were reported to be widespread over all levels and types of schools and for all types of disability, causing concern as to how Australia can meet its obligations as a signatory to the UN convention.

The Joint Emergency Medicine Exercise: A Capstone Training Evolution of a Military Unique Curriculum for Emergency Medicine Residents.

The role of the Emergency Medicine (EM) physician in the U.S. military continues to expand, and current Accreditation Council for Graduate Medical Education general training requirements do not optimally prepare military EM graduates to be successful in postresidency operational assignments. To address this gap, the Naval Medical Center San Diego EM residency program introduced a Military Unique Curriculum (MUC) culminating in a capstone event, the Joint Emergency Medicine Exercise (JEMX). Part of an approved Quality Improvement project, annual survey results from 2012 to 2017 evaluated graduate opinion on the strengths and weaknesses of the MUC. We describe a pilot project conceived by tri-service EM physicians to evaluate the feasibility of the JEMX. Forty-eight graduate residents responded to surveys, 18 of which were administered pre-MUC implementation. With a 100% response rate from graduate residents, overall trends showed greater perceived readiness for postresidency operational assignments after MUC implementation. Written comments received cited the MUC as areas where the Naval Medical Center San Diego EM program excelled and the successful JEMX evolutions as the most valuable curricular component of the MUC. An integrated MUC with a capstone exercise, such as our JEMX, provides a feasible and effective educational experience that improves operational readiness of graduating EM residents.

An Exploratory Study of Hospitality and Tourism Stakeholders’ Perceptions of Professional Etiquette

ABSTRACT This study explored hospitality and tourism stakeholders’ perceptions of professional etiquette. A survey was completed by stakeholders, including students, educators, and industry professionals, that asked them to share their perceptions of professional etiquette, viewed as a component of soft skills needed for careers in today’s dynamic, global hospitality industry. The results of this study provide insights into what hospitality and tourism stakeholders believe are important aspects of professional etiquette and have implications for possible ways that hospitality and tourism educators can develop effective educational tools and experiences regarding professional etiquette to assist in the development of students’ knowledge and practices of professional etiquette. Overall, the findings of this study suggest that hospitality and tourism educators seriously consider intentionally accentuating professional etiquette throughout the curriculum.

Dance Interactive Learning Systems

Motion Capture and whole-body interaction technologies have been experimentally proven to contribute to the enhancement of dance learning and to the investigation of bodily knowledge, innovating at the same time the practice of dance. Designing and implementing a dance interactive learning system with the aim to achieve effective, enjoyable, and meaningful educational experiences is, however, a highly demanding interdisciplinary and complex problem. In this work, we examine the interactive dance training systems that are described in the recent bibliography, proposing a framework of the most important design parameters, which we present along with particular examples of implementations. We discuss the way that the different phases of a common workflow are designed and implemented in these systems, examining aspects such as the visualization of feedback to the learner, the movement qualities involved, the technological approaches used, as well as the general context of use and learning approaches. Our aim is to identify common patterns and areas that require further research and development toward creating more effective and meaningful digital dance learning tools.

P025: Improving senior resident engagement at academic core rounds

Introduction: Royal College Emergency Medicine (EM) trainees at the University of Ottawa participate in weekly Academic Full Days (AFD) that consist of didactic activities, simulation-based learning, and core content sessions referred to as Core Rounds (CR). Despite CR being intentioned for all EM trainees, an attendance attrition has been noted as trainees progress towards their senior (SR) years (PGY3-5). The objectives of this study were to (1) identify barriers to SR trainee CR attendance and (2) identify areas for CR improvement. Methods: An on-line survey was administered to SR EM trainees (PGY3-5, n = 28) and recent graduates from our program (practice year 1-2, n = 20) to explore perceptions of the value of AFDs, CR attendance barriers, and areas for CR improvement. The survey consisted of 5-point Likert scales and free-text responses. Quantitative responses were analyzed using Microsoft Excel. Free-text responses were analyzed qualitatively using thematic analysis. Each free-text response was reviewed independently by two investigators (JML, MCL) and underwent line-by-line coding. Through joint discussions, the codes from each response were synthesized and themes were identified. Results: Of the 48 trainees and attendings surveyed, 32 responded (response rate 67%). Most respondents (90%) stated they benefited from SR trainee attendance when they were at a junior (JR) level. The majority perceived they benefited less from CR as a SR trainee compared to when they were a JR trainee (85%). Further, 87% responded that CR were not tailored to a SR level, and that they would attend more frequently if sessions were geared to their level (81%). From our thematic analysis, three themes emerged relating to SR trainee absenteeism: 1) CR quality, 2) External Factors (eg. trainee fatigue) and 3) Malalignment with trainees’ own education plan. We also identified three themes relating to areas for CR improvement: 1) CR content, 2) CR format and 3) SR trainee involvement. Conclusion: Respondents indicated a benefit to having SR trainee presence at CR. This study identified barriers to SR resident attendance at CR and areas for improvement. With the transition to competency based medical education it is critical that trainees engage in effective educational experiences, especially as the RCPSC does not mandate AFDs for EM training in this new curriculum. A culture-change initiative and CR reformat is now underway at our institution with planned post-implementation analysis.

How do lean and non-lean female collegiate athletes view the eating disorder education they receive from their coaches?

Extant research indicates that collegiate coaches often lack the knowledge or confidence required to provide their student–athletes with effective educational experiences related to eating disorders. The current study investigates the prevalence and quality of such experiences from the perspective of lean and non-lean female student–athletes at a National Collegiate Athletic Association Division III institution. Participants were asked closed- and open-ended questions in an anonymous online survey. Lean and non-lean participants reported similar rates of education despite differential risk for eating disorders. Approximately 70% of student–athletes expressed a desire for a more comprehensive and long-term program of study. Participants’ confidence in identifying an eating disorder in a peer did not differ based on type of sport or education status, but those who were educated identified more appropriate potential symptoms than did those who were uneducated. This indicates some degree of educational effectiveness. However, education status and type of sport had no bearing on the likelihood of a participant speaking with their coach about their own or a peer’s potential disorder. Educational attempts were therefore insufficient to help student–athletes overcome the shame and consequential secrecy associated with eating disorders. Our results underscore the need for effective education for at-risk student–athletes while also clarifying that both lean and non-lean student–athletes often want to receive more comprehensive education about eating disorders. Current findings highlight specific areas of student–athlete interest about the topic and could be used to help coaches revise their educational efforts to enhance engagement and long-term retention of information.

Investigating the association between sleep parameters and the weight status of children: night sleep duration matters

ObjectivesTo examine the associations between sleep parameters and weight status in a large sample of preschool children. DesignCross-sectional survey data from the Effective Early Educational Experiences for children (E4Kids) study were analyzed. Participants1111 children aged 3 to 6 years from Queensland and Victoria, Australia. MeasurementsGeneral linear modeling, with adjustment for significant control variables, assessed the impact of night sleep duration, total sleep duration, napping frequency, sleep timing (onset, offset and midpoint), and severity of sleep problems on standardized body mass index (BMI z score). General linear modeling was conducted for the total sample and then separately by sex. ResultsFor the total sample, there was a significant association between short sleep duration (≤10 hours) and increased BMI z score. No other sleep parameters were associated with BMI z score in this sample. Analyses by sex revealed that, among girls, there were no associations between any sleep parameter and BMI z score. However, among boys, short night sleep duration and napping frequency were both significantly associated with weight status even after adjustment for controls. ConclusionNight sleep duration is a consistent independent predictor of body mass in young children. These results identify a complex relationship between sleep and body mass that implicates sex. Potential mechanisms that might explain sex differences warrant further investigation.

Dental and Dental Hygiene Intraprofessional Education: A Pilot Program and Assessment of Students' and Patients' Satisfaction.

Interprofessional and intraprofessional education (when students from two or more professions or within the same profession, respectively, learn about, from, and/or with each other) is crucial for effective interdisciplinary collaboration. The aims of this study were to assess the effectiveness of a clinical intraprofessional education program for dental and dental hygiene students, based on students' expectations and satisfaction with the program and patients' satisfaction with the team-based care. The pilot program was developed at the University of Tennessee Health Science Center College of Dentistry, where dental hygiene students were paired randomly with dental students scheduled for prophylaxis, scaling and root planing, or periodontal maintenance. Surveys with questions about the students' expectations and satisfaction were distributed to 89 senior dental students and 27 senior dental hygiene students before and after team-based procedures. Another survey was distributed to 17 patients asking about their satisfaction with the team-based care. All 27 dental hygiene students (100% response rate), 51 dental students (57.3% response rate), and all 17 patients (100% response rate) participated in the surveys. The results showed that both the dental and dental hygiene students had high expectations and were overall satisfied with the intraprofessional education. The students' expectations and perceived educational gap (difference between expectations and satisfaction) differed for the dental and dental hygiene students (p<0.001). The male dental students were also more satisfied than the female dental students (p<0.01). Overall, the program met or exceeded the students' expectations, and the patients were overwhelmingly satisfied with the team-based care. These results suggest that this intraprofessional practice model provided an effective educational experience for both dental and dental hygiene students and patients. The differences between the dental hygiene and dental students' expectations will help in the design of more effective training that promotes intraprofessional and interprofessional teamwork.

Of Friction Points and Infrastructures: Rethinking the Dynamics of Offering Online Education in Technical Communication in Global Contexts

ABSTRACTInternational interest in technical communication education is growing as more individuals gain online access worldwide. This factor means technical communication educators might find themselves developing online classes for students located in other nations. Doing so requires an understanding of aspects affecting international interactions in such educational contexts. This article examines central factors—or friction points—that technical communication instructors must understand and address to offer effective online educational experiences to globally distributed students.

Medical students\u2019 experience of emotions and success in neurological studies \u2013 What do they tell us?

BackgroundThere is a need to develop effective educational experience in neurology to improve the students’ skills in diagnosing and managing patients with neurological symptoms or disease. The aim of this study was to investigate the medical students’ attitudes and emotions towards neurology before and after the four week clinical course at two Finnish Universities in order to find elements to improve effective learning by decreasing the emotional stress in medical studies.MethodsIn this two-stage study, 58 medical students participated in an internet survey with open-ended questions after completing a clinical neurology course.In the content analysis of this survey 20 students (35%) were identified with negative anticipation towards neurology before undertaking the clinical neurology course. In the second phase of the study, the narrative analysis method was used to analyse the face-to-face interviews. Two of these interviews are described in this paper and represent cases who expressed negative emotions in both online survey and narrative interview.ResultsAccording to the content analysis, the principal emotions that were experienced at the beginning of the clinical neurology course were insecurity about personal performance (n = 19, 95%) anxiety (n = 9, 45%) and fear (n = 6, 30%). During the course the combined negative emotions (insecurity, anxiety, and fear) decreased in 80% of students (16/20 cases), remained unchanged in 15% (3/20) and could not be evaluated in 1 (5%) case. The main reasons for the observed negative anticipation were the complexity of neurology and challenges in the interpretation of clinical findings. Based on content analysis and narratives, elements that were evaluated as the most significant contributors in reducing this included small group teaching with real patients, teachersʼ expertise and the increase in self-confidence.ConclusionTeaching with appropriate didactic methodology and feedback, and plenty of practical training can improve effective learning in neurology. We suggest that the pedagogic competence of the clinical teacher influences a student’s motivation and proficiency and reduce stress in neurology-related learning tasks.