Evidence-based Teaching Strategies Research Articles

The Perspectives of Healthcare Teachers on Their Technological Pedagogical Content Knowledge of Three-Dimensional Technology: A Mixed Methods Study.

In the future, healthcare teachers will need to have evidence-based teaching strategies. Moreover, three-dimensional technology is a promising element to support teaching. This mixed methods study aimed to describe the self-reported insight of healthcare teachers in relation to their knowledge of the utilization of technology, in general, and, more specifically, three-dimensional technology, in their healthcare teaching. The Technological Pedagogical Content Knowledge framework served as the theoretical base for this study. A survey (n = 55) and interviews (n = 17) were carried out on Finnish healthcare teachers at vocational institutes. The analysis was guided by the TPACK-deep scale. Teachers found three-dimensional technology to be a positive addition to their teaching and use of three-dimensional technology was also quite incidental, focusing on three-dimensional images and three-dimensional environments rather than three-dimensional printing or three-dimensional holograms. Additionally, different themes emphasizing the elements teachers should focus on when implementing three-dimensional technology in their teaching emerged. An example of these was time usage. This study found that, despite there being several elements that teachers should prepare for and implement before utilizing three-dimensional technology, teachers should see three-dimensional technology as a promising technology for use in healthcare education.

Supporting the Use of Evidence-based Teaching Strategies in Schools: The Role of Educational Psychologists

The most important factor in achieving quality education in schools is the effectiveness of teachers in facilitating learning. This requires teachers to use instructional strategies that have proven effectiveness and avoid those that do not. Therefore, teachers need to learn about evidence-based practices and know how they can be implemented in schools. The most useful sources of information on evidence-based educational strategies are large-scale syntheses and meta-analyses of research studies. A review of these sources identified eight teacher interventions that are considered to be key evidence-based strategies for improving student outcomes. Brief reviews of the theory and research evidence supporting each of them and links to videos illustrating their use in real-life classrooms are presented. Educational psychologists can use this information to support teachers in implementing these key evidence-based strategies in schools and thereby have a major impact on overall student outcomes in education systems.

A Lost Opportunity: The Use of Unorthodox Training Methods for Prehospital Trauma Care.

Prehospital trauma care guidelines and instruction have advanced significantly over the past 20 years. Although there have been efforts to create a standardized approach to instruction, the use of unorthodox techniques that lack supporting evidence persists. Many instructors use unrealistic scenarios, "no-win" scenarios, and unavoidable failing situations to train students. Doing so, however, creates student confusion and frustration and can result in poor skill acquisition. These training techniques should be reconsidered, with focus placed instead on the development of technical skills and far skill transfer. Knowing when to apply the appropriate type and level of stress within a training scenario can maximize student learning and knowledge retention. Furthermore, modalities such as deliberate practice, cognitive load theory (CLT), and stress exposure training (SET) should be incorporated into training. To improve delivery of prehospital trauma education, instructors should adopt evidence-based educational strategies, grounded in educational and cognitive science, that are targeted at developing long-term information retention as well as consistent, accurate, and timely life-saving interventions.

Development of a Clinical Reasoning Learner Blueprint: A Guide for Teaching, Learning, and Assessment

Background and Purpose: Clinical reasoning (CR) is a foundational component of effective and innovative physical therapist practice. When considering the development of the CR process over time, a blueprint to guide both educators and students along the learner continuum is valuable to the teaching and learning process. This study describes the development of a learner blueprint for CR to guide educators in effective and evidence-based teaching, learning, and assessment strategies. Method/Model Description and Evaluation: A 4-phased process was used to develop the blueprint. Phase I (Critical literature review and content analysis): A literature search to identify articles relevant to the teaching, learning, and assessment of CR across the health professions was performed. Phase II (Creation of draft blueprint): Investigators reviewed all relevant articles, assigned them to a learner level, identified common themes and key concepts, and developed an overall summary statement of facilitation and assessment strategies. Phase III (Expert Analysis/validation and initial modification): Focus groups of content experts reviewed the blueprint for content, breadth, depth, and accuracy. Feedback from focus groups was used to inform initial modifications to the blueprint. Phase IV (Vetting of the blueprint with key stakeholders and final modifications): Key stakeholders including academic faculty, physical therapist students, physical therapist residents, and clinical instructors were recruited to review the blueprint for utility and applicability. Feedback from focus group data was used to inform a second round of blueprint modifications. Outcomes: After revisions based on the analysis of the stakeholder focus groups, a final blueprint was generated that represents linking learning theory with clinical practice expectations in describing teaching and learning strategies designed to facilitate and assess CR across the continuum of physical therapy education. Discussion and Conclusion: The CR learner blueprint can serve as a guide for educators to facilitate and assess CR across the educational continuum in both didactic and clinical environments. Further analysis and validation of the tool is needed.

Cultivating Classroom Interactions Online During COVID-19: A Case for Using Team-Based Learning

Team-based learning, an evidence-based collaborative learning teaching strategy, is a popular instructional model commonly used at the post-secondary level. While this model has shown success in traditional, face-to-face courses, and reports of use in hybrid and asynchronous online settings exist, though are few, no reports of which we are aware account for use in synchronous online teaching and learning. This paper introduces a tool developed to help higher education instructors plan for the implementation of team-based learning in their synchronous online courses along with an illustration of the use of the template planning tool from our own application for a synchronous online education-based research methods graduate course. Recommendations, challenges, and affordances of using team-based learning as a collaborative learning teaching strategy for cultivating classroom interactions online are given, supported by illustrations from our own implementation.

Effectiveness of flipped classroom among nursing students on venous thromboembolism (VTE).

Modern innovative education approaches are crucial to be incorporated into nursing education that leads to improving evidence-based teaching strategies, and closes the gap between theory and practice, as well as to prepare the nursing students to their future workplaces. Aim of the study was evaluation the effectiveness of the flipped classroom method among nursing students regarding VTE basic knowledge, risk factors, and prophylaxis. This study was implemented in a Faculty of Nursing in Northern Cyprus at Nicosia, and used pre-test and post-test, and interventional design. A total of 100 bachelor-degree nursing students were composed the sample of the study. The Implementation of the study was conducted in three phases including pre-test, educational intervention, and post-test. Data were evaluated using the independent-sample t test. The findings of the study showed statistically significant improvement in the overall mean scores of all VTE after the educational intervention through flipped classroom. Students classified the strength points with four themes; deep motive learning, technology support, team-based learning, and satisfaction. Our results support the effectiveness of the flipped classroom method in nursing education; the method may be useful for developing of educational strategies in nursing.

Evidence-Based Teaching Strategies: Assessment of DistanceStudent Learning in Weekend Molecular Laboratories

Evidence-Based Teaching Strategies: Assessment of DistanceStudent Learning in Weekend Molecular Laboratories

Nurse Practitioner Student Perceptions of a Pilot Simulated Gerontologic Telehealth Visit.

Recently published nurse practitioner (NP) education organization recommendations and telehealth equipment acquisition necessitated integration of telehealth simulation into NP curricula at a large, public university. The COVID-19 pandemic and associated rapid uptake of telehealth accelerated the need for evidence-supported research in tele-health simulation in NP education. A formative gerontologic simulation scenario using telehealth robot technology was developed by synthesizing best practice guidelines for simulation and telehealth delivery. The simulated telehealth visit used standardized patients and embedded participants. Primary care NP students' perceptions of simulation effectiveness, situational realism, and telehealth robot usability were evaluated using three quantitative tools. Thirty-three primary care Doctor of Nursing Practice students participated in this gerontologic telehealth simulation. Students found the simulation to be effective and realistic, and found the telehealth robot technology to be usable. NP students positively evaluated this telehealth simulation experience. Additional research is needed on evidence-based teaching strategies to guide faculty in teaching and evaluating telehealth content. [J Nurs Educ. 2021;60(7):408-413.].

TIPSHEETS FOR TEACHING GRADUATE ATTRIBUTES IN AN ONLINE ENVIRONMENT: FACULTY SUPPORT THAT IS ACCESSIBLE, CURRENT, RELEVANT, AND TANGIBLE

Evidence-based teaching strategies (EBTs) are connected to positive outcomes for students. Engineering instructors are tasked with using EBTs to scaffold student mastery of graduate attributes, now amidstan upsurge in online, remote course delivery. The Graduate Attribute Tipsheet Series developed by theFaculty of Engineering at the University of Alberta provides instructors with current, relevant, and tangibleinformation in a succinct format that is mindful of their high workloads and time constraints. The tipsheet less-is more development process was careful and iterative to ensure only the most important, useful points from high quality, credible sources were included. Lessons learned from this initiative can be applied to future resources that support instructors in their use of EBTs in an online learning context and are responsive to the inevitable flux of teaching circumstances in engineering education.

Difficult Conversations in Palliative Care: Innovations in Learning.

Accelerated nursing students have a short time frame in which to assimilate knowledge as postbaccalaureate nursing programs are approximately 16 months in length. Research has demonstrated limited innovative evidence-based teaching strategies when developing palliative care curricula in accelerated nursing programs. The authors addressed this gap by using student-centered learning activities and simulation within the context of an end-of-life course. This novel approach allowed students the opportunity to practice important therapeutic communication skills while enhancing their knowledge of palliative nursing care.

Effectiveness of a venous thromboembolism course using flipped classroom with nursing students: A randomized controlled trial.

Modern innovative education approaches are crucial for nursing education, which leads to improving evidence-based teaching strategies and preparing nursing students for their future workplaces. The primary aim of the study was a comparison of the effectiveness of the flipped classroom and traditional educational methods on the attainment of knowledge regarding venous thromboembolism (VTE) prevention among nursing students. In addition, investigation of the opinions of the nursing students regarding the advantages and disadvantages flipped classroom educational method was the secondary aim of the study. This study was implemented with a randomized controlled design in the Faculty of Nursing in September and October 2019, with 118 first- and second-semester undergraduate nursing students (58 students in the flipped classroom, 60 students in the traditional lecture) who had not taken the Adult Health Nursing course. Implementation of the study was conducted in three phases: pretest, educational intervention, and posttest for both groups. The study findings demonstrated no statistically significant difference in any of the mean scores of VTE domains between the two groups in the pretest. However, the flipped classroom group had higher mean scores of all VTE domains compared with the traditional lecture group in the posttest. Mostly, students highlighted four advantages of the flipped classroom, including "Deep motive," "Engagement," "Cost-effectiveness," and "Self-confidence." The flipped classroom method proved to have positive effects in VTE domains in terms of knowledge, risk assessment, and prophylaxis among nursing students. This method can be recommended as an innovative and student-centered method in the teaching of evidence-based nursing practices.

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

Changing Student Outcomes Without Sacrificing Student Satisfaction.

Faculty teaching a large class size implemented evidence-based teaching strategies (EBTS) to improve mastery of core concepts in an accelerated undergraduate pediatric nursing course. Pre- and poststudent outcomes were analyzed using data from course assessments and American Technologies Institute (ATI) concept mastery testing to evaluate the effectiveness of course revisions. ATI designates three proficiency levels to determine mastery. A proficiency of level two exceeds the minimum expectations for mastery, whereas a proficiency level of three suggests students exceed NCLEX-RN standards of content. Data indicated implementation of new EBTS facilitated improvement in student content mastery. Students exceeded the minimum expectations for NCLEX-RN standards of pediatric content. Course revisions resulted in all students achieving benchmark on ATI concept mastery testing with a three-fold increase in students achieving the highest level of proficiency. EBTS can be adapted for a large class size learning environment with improved learning outcomes. [J Nurs Educ. 2021;60(3):169-171.].

Use of an Evidence-Based Teaching Strategy to Improve Sexual Health Assessment Among Nurse Practitioners in the Retail Health Environment

The Centers for Disease Control and Prevention Sexually Transmitted Disease Surveillance 2018 report estimates that approximately 20 million new sexually transmitted infections (STIs) occur every year. This accounts for more than $16 billion in health care costs annually. This project assessed change in use of an STI assessment tool by nurse practitioners (NPs) after education on strategies for obtaining a sexual health history. A quality improvement project was implemented to assess use of the tool after an educational webinar vs a group receiving an email reminder only. While there was insufficient use data on the webinar class group, there was a statistically significant increase in the use of the STI assessment tool by the email reminder-only group.

Needs Assessment, Program Development, and Pilot Testing: Training for Occupational Therapy Students Working with Survivors of Gun Violence

After the first year of operation, members of a student-staffed occupational therapy (OT) clinic found that 36% of their patients’ injuries were violence-related, mostly due to gun violence. The purposes of this project were to identify unmet needs of survivors of violence seen in a clinic setting, identify treating professionals’ preparedness to meet these needs, and develop and pilot test a program within the scope of OT to address these needs. A literature review and key informant interviews, surveys, and focus groups identified potential solutions to address gaps between patients’ needs and professionals’ preparedness to meet those needs. The need for student training was prioritized and a one-hour electronic module was developed using peer-reviewed literature, content matter expert input, and evidence-based teaching and learning strategies. The training utilized interactive activities to help learners reflect on personal beliefs and biases, recognize relevant person and environment factors, understand underlying causes of gun violence, gain trauma-informed communication skills, and identify referral options. To pilot test the training, eight first-year OT students completed the training and pre- and post-surveys measuring knowledge and attitude changes. The mean knowledge score improved from 78% correct pre-training to 97% correct post-training, with improvement in one item statistically significant at p=0.025. Four items measuring attitudes also demonstrated statistically significant improvements post-training. Participation in this training program can help OT students develop the knowledge, attitudes, and skills to work with patients who have experienced trauma from community gun violence.

A pragmatic approach to effective anatomy teaching and learning to medical students: a ten-year experience using evidence-based principles.

This article was migrated. The article was marked as recommended. Teaching and learning of anatomy for medical students have been extensively studied. However, we believe that a 'gold-standard' of an anatomy teaching and learning model is difficult to establish as every educational institution faces unique. For the past ten years at the University of Notre Dame Australia, School of Medicine Sydney, the anatomy faculty has implemented evidence-based teaching strategies adopted from medical schools around the world and supported by timely student feedback to deliver cost-effective and sustainable anatomy learning. Student evaluations of this program have been positive and associated with improved summative anatomy results. This article describes ten principles pursued by our faculty, which we hope will help others in restructuring or enhancing their anatomy teaching and learning program.

ECG PRACTICE WITH SELF-GENERATION OF DIAGNOSES IMPROVES POST-TEST PERFORMANCE AND FLUENCY OVER MULTIPLE CHOICE

Despite advances in electronic teaching methods, medical trainee performance on ECG interpretation remains suboptimal. Robust evidence-based ECG teaching strategies are lacking. Prior education literature suggests that self-generation of diagnoses is more effective than multiple choice in practicing learned skills, where self-generated items are remembered better than items provided in a list. In this study, we examine the effect of self-generation on learning ECG interpretation skills by comparing it to the standard practice of using multiple choice questions.

Simulation strategies to increase nursing student clinical competence in safe medication administration practices: A quasi-experimental study

BackgroundNursing student medication errors often result from deficits in knowledge and application of fundamental safe administration practices. Factors such as high faculty-student ratios and legal restrictions have decreased clinical learning opportunities for nursing students to practice safe medication administration in the clinical setting. Evidence suggests that use of a structured medication safety enhancement (MSE) simulation program can significantly improve student knowledge and competency in safe medication administration. PurposeTo examine the effects of an educational strategy using a MSE simulation program with integrated technology on the medication administration knowledge, competency, and confidence levels of undergraduate nursing students. MethodsThis quasi-experimental replication study designed and implemented medication simulations enhanced by integrated information technologies in an undergraduate-nursing curriculum. Third-year BSN students (n = 83) were randomized into intervention or control groups. Control groups participated in standard training while the intervention group received additional clinical simulation experience and debriefing sessions focused on medication safety practices. Participant knowledge was measured using pre/post Medication Safety Knowledge Assessment (MSKA) and competency was evaluated using the Medication Safety Critical Element Checklist (MSCEC). ResultsThe MSKA and MSCEC were analyzed using two-sided independent t-tests. Post-test knowledge scores increased in both groups but results were not statistically significant (α = 0. 05). Students who received the medication safetfy enhancement intervention performed significantly better in a subsequent simulation than students who did not have prior simulation experience (p < .001). ConclusionFindings suggest that educators should consider high fidelity simulation as an evidence-based teaching strategy to engage students in understanding and implementing medication safety practices in the clinical setting.

Exploring factors affecting quality implementation of lymphatic filariasis mass drug administration in Bole and Central Gonja Districts in Northern Ghana.

Ghana has been implementing Mass Drug Administration (MDA) since the year 2001, and Lymphatic Filariasis transmission has been interrupted in 76 out of the 98 targeted districts. The remaining districts have a microfilaria prevalence above the 1% threshold needed for the interruption of transmission. This study assesses the level of lymphatic filariasis MDA coverage and explored factors affecting the quality of implementation of the MDA in the Bole and Central Gonja Districts of Northern Ghana. A concurrent mixed methods study design approach was used to provide both a quantitative and qualitative insight. A descriptive analysis was carried out, and the results are presented in tables and charts. The transcripts of the qualitative interviews were imported into Nvivo and framework methods of analysis were used. The results were summarized based on the themes and buttressed with narratives with key quotes presented within the texts. The overall MDA coverage in Central Gonja is 89.3% while that of Bole district is 82.9%. Refusal to ingest the drug and adverse drug reactions were higher in Bole district than the Central Gonja District. The persistent transmission of lymphatic filariasis in Bole District was characterized by poor community mobilization and sensitization, nonadherence to the directly observed treatment strategy, refusal to ingest the drug due to the fear of adverse drug reactions, inadequate knowledge and misconceptions about the disease. Reported mass drug administration coverage will not necessarily result into interruption of transmission of the disease without strict compliance to the directly observed treatment strategy, strong stakeholder engagement coupled with evidence-based context-specific multi-channel community education strategies with key educational messages on the cause of the disease and adverse drug reactions. While the clock for the elimination of lymphatic filariasis by the year 2020 and meeting of the Sustainable Development Goal 3 target 3.3 by 2030 is ticking, there is an urgent need for a concerted effort to improve the fidelity of the ongoing lymphatic filariasis MDA campaigns in the Bole District of Northern Ghana.

Promoting civility in nursing practice using systems thinking: Evidence-based teaching strategies for nurse educators.

There is a critical need for nurse educators to promote civility in nursing practice using systems thinking to promote quality and safety and improve patient outcomes by preventing undue patient harm. In this article, evidence is synthesized in order that readers can recognize, respond and manage workplace incivility. Systems thinking is introduced as a best practice solution for advancing a civil workplace culture. The author-created Systems Awareness Model, adapted for civility awareness, guides nurse educators with evidence-based strategies for teaching nurses the essential skills to promoting a civility culture within health systems. The strategies can be used by nurse educators in practice to interface workplace application. Proposed examples of evaluation methods are aligned with the teaching strategies. The purpose of this article is to provide nurse educators in practice with evidence-based teaching strategies and evaluation methods to address incivility in health care using a systems thinking perspective.