Formal Course Research Articles

The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era

In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).

Assessing the Impact of Knowledge and Location on College Students’ Perceptions of Gun Control and Campus Carry Policies: a Multisite Comparison

Recent incidents of mass shootings in schools have raised questions about the availability of “military-style” firearms and need for campus carry policies. Previous research that has measured students’ attitudes toward gun control has neglected the Northeastern Region of the United States and failed to include measures of students’ knowledge of current firearm legislation in prediction models. Using a sample of 1,518 students enrolled in 3 universities across two regions of the United States (e.g., Northeast and Midwest), the present study expands on prior literature by comparing regional variants in student gun owners, and perceptions of gun legislation. Results indicate that, with the exception of “military-style” rifles, students in the Northeast are more likely to have access to every other type of firearm assessed (e.g., rifle, shotgun, handgun), but significantly less likely to have completed a formal gun safety course. Knowledge of current gun legislation is a direct negative predictor of support for general gun control, and a direct positive predictor of support for faculty campus carry, however, race moderates the relationship between knowledge and support for gun control. These findings indicate that there may be a need for formal general gun safety education courses in the Northeast Region of the United States. Previous models that failed to control for knowledge of current gun legislation may have been misspecified.

Preferred human resource development activities and their functions: differences in perspective between managers and employees

This exploratory study uses the learning‐network theory as a framework to investigate how managers and employees differ in their preference for the human resource development (HRD) activities of employees and in the functions they attribute to HRD. The research design was quantitative and cross‐sectional. Data collection took place in six countries in Europe, Asia and North America. A new instrument was used, which views work improvement (WI), career development (CD) and personal development (PD) as three main functions of HRD that can serve managers and employees. Results show that managers and employees prefer different HRD activities for employees to undertake; respectively, formal courses and programs over job experiences, and vice versa. The two groups also differ in the scores they give to WI and PD as relevant functions that employee participation in HRD can provide. It is concluded, therefore, that differences between managers and employees in their views of the relevance of HRD activities should be taken into account in theory and practice when organizing employees’ HRD activities.

Patients' Experiences of Diabetes Self-Management Education According to Health-Literacy Levels.

Diabetes self-management is an important part of patient care for those with diabetes. The purpose of this study was to explore patients' experiences with diabetes self-management education and how these experiences differed by health-literacy levels. A descriptive qualitative design was conducted. In 2016, 20 patients with diabetes who took a formal diabetes self-management course at a university hospital in South Korea were interviewed. A conventional content analysis was conducted. Patients with low health-literacy misunderstood diabetes management, showed passive attitudes towards seeking information, and had difficulty obtaining detailed information. Patients with high health-literacy wanted systematic, in-depth, individualized counselling on lifestyle modifications and medications. Patients' experiences with diabetes self-management education revealed differences in their health-literacy dimensions. In addition to practising health-literacy precautions, the content and delivery of diabetes self-management education need to be accommodated according to patients' health-literacy levels to obtain better outcomes.

Developing Students’ Language Competence and Essential 21st Century Skills for Future Employability: The Case of Latvia and Lithuania

Abstract Introduction: Nowadays, language and intercultural competences have become core employability skills in many fields, supporting the development of other skills which emphasizes the necessity for specific pedagogic approaches in developing online learning materials and courses that would develop learners’ language competence and other relevant 21st century skills for future employability. The current comparative summative evaluation research conducted in two higher education institutions in Latvia and Lithuania analyses students’ feedback, elicited from 200 students, on the efficiency of the methods and methodologies applied in the course development and their suitability to develop the above-mentioned skills and competences. Methods: The research implies a mixed-model design comprising a students’ questionnaire (a quantitative tool) and students’ essays (a qualitative tool). Quantitative data analysis was done applying descriptive and inferential statistics tests by IBM SPSS 22 software, qualitative data analysis – applying discourse analysis. Results: The findings indicate that students highly evaluate the learning platform and the courses created. They find them as useful, visually appealing, interesting, interactive, well-structured, and easy to understand. Students acknowledge that they have developed their knowledge of professional lexis, reading skills, grammar and gained useful knowledge in their field. Significant differences were found concerning students’ group, specialization and the course completed – local students vs. international students as to the evaluation of the learning platform, students of IT field vs. business fields, Latvian students vs. Lithuanian students as to the intercultural B2/C1 English course completed. The research results strengthen the cognitions derived from theory on significant issues to be observed when creating blended-learning courses. Discussion: The course designed is an alternative way of learning and may be useful for anyone who wishes to update their language and intercultural competence either through a formal or non-formal education course or on a lifelong learning basis. Limitations: The research period covered one semester only. Although the study materials for 16 languages have been created, the current paper analyses only the results obtained in piloting English and Spanish courses, with the predominance of learners opting for English courses. Conclusions: The research results show that the methods and methodologies applied in the given interactive blended-learning courses have developed the students’ language competence and have fostered the development of their digital competence, team-working and collaboration skills, problem-solving skills and learning-to-learn thus motivating them to become autonomous learners. The pedagogy-based approach applied in the current research has been successful despite a few flaws in the design of the course materials.

THE IDENTITY CONSTRUCTION OF NEWCOMER TEACHERS IN ENGLISH EDUCATION THROUGH REFLECTIVE WRITING

ABSTRACT
 This study explores teacher identity among four newcomer teachers who are taking their master degree in English education. Specifically, it engages a holistic perspective to research the connection between personal and professional life experiences that shaped their teacher identity. This study tries to look into to what extent the teacher identity is constructed during English education master program. The researcher gathered reflection writing from the participants about their life stories, journey, and their motivation of continuing study. Their institution and formal courses are not the only aspect that could construct their identity. Work experiences and others’ sharing stories also give the big influence on their teacher identity.
 Keywords: teacher identity; reflective writing; newcomer teacher

Hospice nurses request paediatric-specific educational resources and training programs to improve care for children and families in the community: Qualitative data analysis from a population-level survey

Background: Children with serious illness who receive hospice care often interface with nurses who lack training, experience and comfort in the provision of paediatric palliative and hospice care. Hospice nurse preferences for paediatric-specific training are not well known. Aim: To describe the types of paediatric-specific training received and educational content preferred by hospice nurses. Design: Population-level dissemination of a cross-sectional survey with qualitative analysis of open-ended survey items. Setting/participants: Nurses from 71 community-based hospice organizations across 3 states completed the survey. Results: An open-ended response was provided by 278/551 (50.5%) survey respondents. A total of 55 respondents provided 58 descriptions of prior paediatric-specific training, including a formal 2-day course (n = 36; 65.5%), on-the-job education (n = 13, 23.6%), online training (n = 5, 9.1%), nursing school (n = 2, 3.6%) and paediatric advanced life support courses (n = 2, 3.6%). A total of 67 respondents described 74 hospice-led educational efforts, largely comprised of a 2-day course (n = 39; 54.2%) or provision of written materials (n = 11; 15.3%). A total of 189 respondents described 258 preferences for paediatric-specific training, with nearly half (n = 93; 49.2%) requesting ‘any’ or ‘all’ types of education and the remainder requesting education around medication use (n = 48; 25.4%), symptom assessment/management (n = 32; 16.9%), pain assessment/management (n = 28; 14.8), communication (n = 29; 15.3%) and psychosocial assessment/management (n = 28; 14.8). Conclusions: Hospice nurses self-report inadequate exposure to educational resources and programs, in conjunction with a strong desire for increased paediatric-specific training. Identification of targetable gaps should inform the development of educational resources, policies and other supportive interventions to improve delivery of care to children and families in the community.

Film Students’ Attitude toward Open Educational Resources (OERs) for Film Studies in Greece

Open Educational Resources (OERs) have become a very useful medium in the fields of education, research, and training in recent decades, supported by governments and highly respected universities and institutions worldwide. Today’s university students—in western societies mainly—have been born and raised in a digital world; consuming, providing, and sharing information over the internet 24/7. In that respect, it is interesting to examine whether OERs are a type/kind of information that they would like to “consume, provide, and share” throughout their studies in a formal university course. The paper focus on the attitude toward OERs of students enrolled in a film studies course, offered by the Aristotle University of Thessaloniki, Greece. The aim of the study is to provide film educators with evidence regarding their students’ attitudes toward OERs that can be useful in designing teaching strategies to enhance the learning process. Findings suggest that film students want to use OERs in their studies but many of them are not aware that these resources exist and that they are offered from highly recognized institutions and universities worldwide. Therefore, university teachers should assist students to develop familiarity with OERs of high quality and educational value as a useful aid to their studies.

Oncology and Radiation Oncology Awareness in Final Year Medical Students in Australia and New Zealand.

This study aimed to determine final year students' core oncology and radiation oncology knowledge and attitudes about the quality of teaching in medical programmes delivered in Australia and New Zealand. Does the modern medical programme provide core oncology skills in this leading global cause of mortality and morbidity? An online survey was distributed between April and June 2018 and completed by 316 final year students across all 21 medical schools with final year cohorts in Australia and New Zealand. The survey examined teaching and clinical exposure, attitudes and core knowledge for oncology and radiation oncology. Several questions from a survey done of graduates in 2001 were repeated for comparison. We found that clinical exposure to oncology and its disciplines is low. Students rated oncology and haematology the worst taught medical specialties at medical school. Students reported the most confidence identifying when surgical management of cancer may be indicated and much lower levels of confidence identifying when systemic therapy and radiation therapy may be helpful. The majority of students had no formal course content on radiation therapy and more than one third of final year students erroneously believed that external beam radiation therapy turned patients radioactive. Exposure to oncology practice and the teaching of core oncology knowledge remains low for medical students in Australia and New Zealand. Many areas of oncology teaching and knowledge have worsened for medical students in Australia and New Zealand over the past 20years. Well-established gaps in the core oncology knowledge of medical graduates must be urgently addressed given the increasing incidence of cancer and ongoing underutilisation of radiation therapy in particular.

Opinion: psychiatry formal education courses have been lost in transition.

With reference to relevant literature, this article explores the impact of moving to a competency-based training programme upon psychiatry formal education courses (FECs). In the context of major changes in psychiatry training, FECs have lost clarity of role, alignment and governance. Strategic decisions made with key stakeholders are required to continue to train psychiatrists best able to meet future community needs.

Teaching and Learning Anthropology in the Museum: Developing an Exhibit with the Ignatian Pedagogical Paradigm

Elements of the Ignatian Pedagogical Paradigm (IPP), or teaching and learning in the Jesuit tradition, can be successfully integrated into both formal anthropology courses and informal environments such as museum exhibits to advance anthropological pedagogy. This article discusses how I integrated the IPP into the design of an anthropology course on museum exhibit development and into the exhibit itself. Students benefitted from direct activities such as opportunities to study and interpret material culture, and they were asked to reflect on the experience of applying their anthropological knowledge and interests in a public venue. Visitors to the exhibit were provided opportunities for reflection, which may lead to changes in their actions.

Relationship Between Introversion/Extroversion Personality Trait and Proficiency in ESL Writing Skills

The study aims at investigating the role of extroversion/introversion personality traits in learning writing skills of English as a second language. The selected sample for the research consisted of 57 participants who undertook instruction on ‘Essay Writing and Presentation’ for six months as a formal course of study in their MA English Program. The research tools consisted of a questionnaire and an achievement test on writing skills. The questionnaire consisted of 30 items all adopted from Eysenck’s Personality Questionnaire to measure the introversion/extroversion traits of students’ personality. After identifying their personality trait (i.e., introvert, extrovert and neurotic), the participants were given an achievement test on writing skills. The participants’ scores in the achievement test were submitted to SPSS and independent sample t-test was applied. The findings reveal that a significant difference exists between the writing achievement of introvert and extrovert learner groups. However, no difference is found between the writing performance of neurotic and introvert learner groups or between neurotic and extrovert learner groups. The results also reveal that introverts are better learners of ESL writing skills as compared to the extroverts.

SAT-157 THE SAVING YOUNG LIVES PROGRAM: PROOF OF PRINCIPLE AND OVERCOMING BARRIERS

The Saving Young Lives Program (SYL) was established in 2012 as a partnership between the International Society of Nephrology (ISN), International Society for Peritoneal Dialysis (ISPD) and the International Paediatric Nephrology Association (IPNA). They, in collaboration with the Sustainable Kidney Care Foundation (SKCF) strove to develop sustainable programs in low and low middle income countries, aimed at treating patients with acute kidney injury (AKI) primarily with the use of peritoneal dialysis (PD). The ISN 0 by 25 initiative was launched in 2013 aiming to reduce mortality from AKI in developing countries by the year 2025. In order for this to succeed, dialysis provision needed to increase, and in countries with no access to running water or electricity the only option is acute peritoneal dialysis. Hence the SYL has offered a pivotal role in driving this agenda. The principles of the program include education and hands on training, mentorship and during the first 5 years, through collaboration with the SKCF, the provision of dialysis supplies. In 2016 the grant funding the SKCF expired and the provision of supplies ceased. Subsequently the program has shifted its attention primarily to education and training and logistical support for the SYL supported units. In 2017 EuroPD joined as an equal partner in the SYL program. The SYL program initially developed 10 sites in partnership with local champions - 9 in Africa and 1 in Cambodia. Subsequently the number of sites has expanded exponentially and SYL is now developing training programs in India and South East Asia. Education is provided through numerous hands-on workshops provided by the Red Cross Children’s Hospital where SYL sponsored teams of doctors and nurses from countries in Africa attended to learn how to manage paediatric patients with AKI and how to insert PD catheters in adults and children. These have been supplemented with workshops at regional meetings and congresses. To date 224 doctors and nurses have been trained at these formal courses, however funding has also assisted educational ambassadors to travel to countries such as Malawi and Cote D’Ivoire and provide in-depth training and support. The program has recorded data on 364 cases with an estimated 40-50 cases yet to be submitted. The mean age of patients was 11.6 years, and the commonest cause for AKI was malaria (48%). Survival to hospital discharge was 75.5%, however some patients were found to have chronic kidney disease and therefore not expected to survive (10.5%). This equates to overall survival in 65% of cases. During the past seven years there have been a number of challenges which have had to be overcome, the most significant of which has been difficulty in sourcing commercially produced PD solutions. This has been overcome by teaching units to prepare solutions locally using Ringers lactate solution with the addition of dextrose. One of the SYL sites has published data recently demonstrating this to be a safe practice with no significant difference in peritonitis rates. The SYL program has successfully proven the principle of developing effective acute PD programs in low resource environments through education and mentorship. With continued expansion into Asia and South America it is envisaged that the success demonstrated in Africa will be replicated around the world.

EL USO DIDÁCTICO Y DISCIPLINAR DE LAS TECNOLOGÍAS EN LA FORMACIÓN INICIAL DE PROFESORES

The purpose of the article is to disseminate some of the results of the research conducted in Uruguay between 2017 and 2018 on initial training of teachers on educational and disciplinary use of technologies. Firstly, the problems identified in education policies for the inclusion of technologies in classrooms are presented, and the conceptual lines that define the research are outlined. The methodology and the tools used for addressing the problem are also presented with the aim of identifying the formal courses taken for the integration of the ICTs, the contents and the activities proposed in them, and the students’ perceptions about their learning and practices regarding technologies.

Multiple pathways to multilingual investment: a collective case study of self-identified Mexican students in the U.S

ABSTRACTThe children of (im)migrants are the fastest growing population in U.S. schools at the same time there is increased anti-(im)migrant discourse, creating a unique linguistic ecology for its students. These multinational, multilingual, and multicultural students often encounter mononational, monolingual, and monocultural ideologies in their schools and communities. The result is that potentially hybridized learning contexts turn into sites of struggle for continued positive multilingual identities and investments. This multiple case study implemented surveys and interviews to explore the factors that contribute to the high multilingual investment of three self-identifying Mexican students residing in the U.S. Findings indicate that strong family relationships, formal coursework in Spanish, as well as a strong ethnic identity as Mexicans are interrelated factors that contribute to their high multilingual investment. In turn, this study suggests there are multiple pathways for Spanish-speakers residing in the U.S. to maintain, develop, and regularly use their Spanish abilities even in English hegemonic contexts. Dual language education is a powerful factor, but formal Spanish courses at the secondary and post-secondary level are also equally strong contributors when dual language education is not available. Furthermore, years of schooling in Mexico can counter monolingual educational contexts that adolescents often encounter. Implications for how educators may further facilitate positive and powerful multilingual identities and investments with their students along the educational pipeline are explored with a specific attention to Spanish language programming and raciolinguistic ideologies.

Make It So: Harnessing Technology to Provide Professional Development to Regional Museum Workers

Make It So: Harnessing Technology to Provide Professional Development to Regional Museum Workers

Innovating a Flexible Concept Based Curriculum in a Course: An Experience Using Fractal Model

Fractal is an educational model that tries to respond to the new learning contexts in which we find ourselves, which are characterized by the need to learn and update knowledge continuously and constantly and with the opportunity to access a large number of options for learning and training through the use of technologies, computer networks and digital environments, among others. The fractal model considers four interrelated elements but one element particularly stands out; it is the curriculum based on concepts that allows to expand and integrate different areas of knowledge to a specific, initial perspective. In addition, Fractal presents aspects that can be linked to connectivism and rhizomatic learning, through a concrete proposal of flexible learning design, which can be useful for formal and non-formal courses. The following Master’s program at the University of La Sabana, in Colombia, presents an experience applying the model in a close context (https://www.unisabana.edu.co/programas/posgrados/centro-de-tecnologias-para-la-academia/maestria-en-innovacion-educativa-mediada-por-tic-virtual/nuestro-programa/).

Category – Urogynaecology and Pelvic Floor Medicine

Objective: It is assumed that all doctors and midwives understand and apply evidence‐based principles in performing episiotomies in their everyday practice. However, remarkable discrepancies between even the most reputable literature sources in defining and describing the technique of performing mediolateral episiotomy (MLE) suggest that there is much ambiguity and confusion for both researchers and clinicians alike. Design: The systematic review protocol was written prior to starting the review and registered in the international prospective register of systematic reviews (PROSPERO/ID CRD42017070523) last updated on December 15, 2017. The review is reported using the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) guidelines. Methods: A database search was performed using: Medline, CINAHL, Scopus, Informit, the Cochrane Library and PubMed from database inception to 17 September 2017, with a final search on 10 February 2017. Studies were included if they examined clinicians' competency in performing an 'ideal' or 'correct' mediolateral episiotomy, as well as those studies that compared the performance of different professional roles. Studies usually defined an 'ideal' incision as one that met the criteria of an acceptable angle of incision from the midline, starting incision point distance from the midline and in terms of the length of the incision created. Results: While many of the studies included in this review were not of high quality (author self‐assessment) and had their own study criteria for a MLE, the literature suggests clinicians are generally unable to perform or simulate episiotomies within such standards. Overall, most of the literature reported doctors were performing more 'ideal', lateral and longer incisions compared to midwives; however, there were studies that found the opposite, showing statistically significant results in favour of midwives performing more protective episiotomies. There was no association between clinicians' participation in formal training courses and their ability to perform the 'ideal' incision, though one study did find an increased number of episiotomies performed under supervision improved clinicians competency. Conclusion: The obvious lack of understanding around defining and performing MLE for clinicians of various professional roles suggests the need to produce a uniform set of guidelines, and to develop a universal, low‐cost approach for teaching and performing the MLE technique in any clinical environment around the world.

Self-Assessment of Preparedness among Critical Care Trainees Transitioning from Fellowship to Practice

This study evaluated the subjective assessment of preparedness needs of critical care trainees and recent graduates between 2013 and 2014. A questionnaire was developed and validated by the subcommittee of the In-Training Section of Society of Critical Care Medicine (SCCM). The survey was deployed twice between December 2013 and January 2014 via email to any trainee or individual graduated from a critical care fellowship within the previous three years. Six percent (180) of all individuals completed the survey, and 67% of respondents had recently interviewed for a job. Northeast was the preferred location for a job (47%), and academia was favored over private practice (80% vs. 15%). Of the respondents that secured an interview, 55% felt prepared for the interview, 67% felt prepared to build an adequate job portfolio, 33% received formal guidance from their mentor/training program. 89% of total respondents agreed it is important to participate in a formal training course in job search, portfolio development, and interviewing process. The preferred sources of training were equally distributed between their home institution, webinars, and SCCM. There is an ongoing need in education regarding the transition period from fellowship to practice.

Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time

ABSTRACTIt is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches’ knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches’ participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap.