Hands-on Learning Opportunities Research Articles

HANDS-ON ENGINEERING LABORATORIES AT HOME IN AN ONLINE LEARNING COURSE

Providing hands-on laboratory experience, can be an important part of engineering programs. However, hands-on learning opportunities can be very difficult to implement in online learning environments. This work discusses the implementation of a solid mechanics laboratory investigation challenge that was developed for students to conduct in their own homes. To ensure that the laboratory was feasible, the materials and measurement equipment utilized had to be readily available and affordable. For this reason, the investigation involved the analysis and structural optimization of a foam board part. Students cut the partgeometry out of foam board, applied a load to the part using a water filled weight and optimized the design to reduce the total volume of the part while still supporting the required load. Students utilized digital imagecorrelation software to experimentally investigate the full field strain when the load was applied to the foam board part. Students optimized the part geometry using analytical calculations and finite element simulations. This approach resulted in a very positive response from the students and an excellent quality of learning was demonstrated by the students through their reports. This approach could be beneficial in other online courses. Furthermore, this experience has demonstrated the benefits of giving students greater responsibility for their own laboratory experiences.

Cognitive Training in Orthopaedic Surgery.

Introduction:Over the past two decades, various factors have led to fewer opportunities for hands-on learning in the operating room among orthopaedic surgery trainees. Innovative training platforms using anatomic models, cadaveric specimens, and augmented reality have been devised to address this deficiency in surgical training, but such training tools are often costly with limited accessibility. Cognitive training is a low-cost training technique that improves physical performance by refining the way in which information is mentally processed and has long been used by professional athletes and world-class musicians. More recently, cognitive training tools have been developed for several orthopaedic surgery procedures, but the overall utility of cognitive training in orthopaedic surgery remains unknown.Methods:The purpose of this study was to review the existing literature regarding the use of cognitive training in orthopaedic surgery and to summarize the results of investigations comparing cognitive training tools with other methods of learning. To that effect, the PubMed and Embase databases were systematically reviewed for articles related to cognitive training in orthopaedic surgery.Results:Eleven publications met the inclusion criteria, including six randomized controlled trials. Cognitive task analysis and mental rehearsal were the most common forms of cognitive training identified. All 11 publications supported the use of cognitive training in orthopaedic surgery training. In the six randomized controlled trials, the utilization of cognitive training was associated with notably improved surgical performance and increased knowledge compared with traditional methods of learning.Discussion:Based on the limited evidence presented in this review, cognitive training represents a promising, low-cost adjunct to traditional orthopaedic surgery training. Further efforts should be directed at developing and evaluating additional cognitive training tools for orthopaedic surgery trainees.

Pediatric flexible airway endoscopy training during a pandemic and beyond: Bending the curve.

Flexible airway endoscopy, for diagnostic and therapeutic purposes, is a vital aspect of pediatric pulmonology practice, and has become an integral aspect of formal training in pediatric pulmonology. This article is protected by copyright. All rights reserved.

Otolaryngology Curriculum During Residency Preparation Course Improves Preparedness for Internship

Residency preparation courses (RPCs) have become a widely adopted practice to ease the transition of medical students into residency, but these courses often lack training in skills expected of subspecialty interns. To fill this gap, a simulation-based curriculum in otolaryngology (ORL) was implemented at the University of Michigan Medical School. The curriculum aimed to improve confidence and perceived ability to perform common ORL skills for graduating students prior to internship. Cross-sectional study. Six basic simulations (tracheostomy, flexible laryngoscopy, otomicroscopy, myringotomy and tube insertion, epistaxis and peritonsillar abscess management) were included in the first course in 2019. The course was expanded in 2020 with the addition of three advanced simulations (ear foreign body extraction, tracheostomy complications, and "cannot intubate, cannot ventilate" situations). Pre- and postsession surveys were collected to assess individual simulations and the course overall. A total of 32 students participated in the ORL simulation curriculum in Spring 2019 and 2020. Paired t-tests showed significant improvement in self-perception of ability on every simulation. Qualitative feedback revealed that students particularly valued the opportunity for hands-on learning. Non-ORL students rated their baseline abilities significantly lower than ORL students on five stations, but they achieved statistically equivalent postsession ratings on all but the otomicroscopy station. An ORL-specific curriculum is a valuable addition to procedural RPCs. The curriculum resulted in increased confidence and perceived ability in skill performance for both students pursuing ORL residencies, as well as those pursuing other procedural specialties. 4. Laryngoscope, 2021.

187 Utilizing Working Groups to Provide Hands-On Learning Opportunities for Experienced Beef Cattle Producers

Abstract The Systems 360° Working Group program was created for experienced beef cattle producers who desired to learn more about timely topics related to beef cattle production than could be covered in a single night meeting. To aid in developing these working groups, the Alabama Extension Animal Science and Forages Team developed curriculum regarding grazing management, watering systems, marketing, handling facilities, and animal management. Regional animal science and forages agents then coordinated planned visits to producer farms and Auburn University research centers that highlighted specific management practices surrounding these topics, and facilitated group discussion at those sites to encourage peer-to-peer learning experiences. A working group consisted of beef cattle producers (n = 10–25 participants per group) sharing a common interest in learning more in-depth about strategies to improve their respective operations. Four working groups were organized in different regions of Alabama and met five times throughout 2018–2019. The closing survey (n = 50 responses) for the working groups indicated that 100% of participants felt this program met expectations, and given the opportunity they would join another working group. Overall, 94% of respondents indicated that they planned to adopt one of more of the management practices discussed in the group in the next 12 months. Top practices that producers planned to implement included improved winter grazing strategies, rotational stocking, water resource management and testing, and facilities design/animal handling. Producers indicated that they learned the most from farm-visits and speakers/discussion leaders as part of the program. Participants reported that knowledge gained from this program could potentially lead to a total farm economic impact averaging $6,095 per operation. These data indicate that Systems Working Groups are an effective means to disseminate knowledge, engage producers in peer-based learning opportunities and improve herd profitability among experienced beef cattle producers.

Examining Student Learning Outcomes Following Participation in an OT Teaching Clinic

Abstract Date Presented 03/27/20 Student teaching clinics (STCs) are a means of providing hands-on learning opportunities to students. With increased utilization of STCs in OT, it is essential to examine student learning outcomes. In this study, the NBCOT Aspire OTR Self-Assessment was used to monitor perceived changes in student readiness for entry-level practice. Students demonstrated statistically significant changes in their perceived readiness for entry-level practice following participation in an STC. Primary Author and Speaker: Sheryl Zylstra Additional Authors and Speakers: George Tomlin, Jennifer Pitonyak

Leveraging sport as a venue and vehicle for transformative sustainability learning

Purpose Given greater awareness of environmental issues and the acceleration of climate change, universities are increasingly requiring undergraduate students to complete coursework in environmental issues. Research has shown that environmental courses hosted in science departments can be too challenging for students with no science background. Thus, new approaches to general environmental education at the undergraduate level are necessary. This paper aims to advance three transformative sustainability learning (TSL) interventions that leverage sport as the living laboratory for environmental education through examining green teams and in depth sport venue tours. Design/methodology/approach This paper details the experimental application of three TSL interventions in undergraduate sport courses. Findings Each intervention produced lasting benefits for several parties. Students benefit from greater exposure to sport management organizations and a hands-on learning opportunity. Sport organizations benefit from a promotional opportunity to showcase their sustainability efforts, improved sustainability practices at their facilities and the opportunity to leverage the students’ involvement for fan engagement initiatives Research limitations/implications The interventions presented in this paper were developed in a North American sport context, however, there is a considerable opportunity to develop similar interventions in any region where sport organizations exist. Originality/value Despite being one of the most universally appreciated and visible industries, the sport industry has yet to be used as a site for meaningful sustainability learning interventions. The interventions presented herein introduce the opportunity to leverage students’ love of sport for outcomes for all parties: the students, the host organization and sport fans.

Trainee-Directed Educational Pursuits and Advocacy During the COVID-19 Pandemic.

* Abbreviations: COVID-19 — : coronavirus disease 2019 SARS-CoV-2 — : severe acute respiratory syndrome coronavirus 2 Despite its devastating effects on adult populations globally, the impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on children has been comparatively mild.1 Whereas adult hospitals have been confronted with bed and ventilator shortages in the face of large upticks in patient volume, many pediatric institutions have remained largely immune to these stressors given the small percentage of children positive for coronavirus disease 2019 (COVID-19) warranting hospitalization.2,3 As pediatric trainees who once braced for the possibility of a rapid onslaught in cases warranting our direct care on the frontlines, we personally feel an overwhelming sense of relief that our pediatric patients are predominantly spared from the effects of the virus. Notwithstanding, widespread social distancing practices, stay-at-home restrictions, and school closures have transformed the current landscape of pediatric practice and have consequently impacted our patients and families as well as our residency training. Inherent in this shift has been a reduction in opportunities for hands-on learning for trainees as well as modifications to structured teaching. Pediatric residents have nonetheless rallied around these changes to the traditional residency curriculum and developed innovative ways to connect with and advocate for our patients while simultaneously promoting the advancement of medical education. Across clinical settings, trainees are engaging less in person because of decreased emergency department visits, lower inpatient censuses, fewer outpatient appointments, and reduced clinical … Address correspondence to Danielle G. Rabinowitz, MD, MM, Department of Pediatrics, Boston Children’s Hospital, 300 Longwood Ave, Boston, MA 02115. E-mail: danielle.rabinowitz{at}childrens.harvard.edu

Green building education in the green museum: design strategies in eight case study museums

ABSTRACT The choice to create or renovate museum buildings to green building standards is a growing trend for science museums. With access to green facilities comes the potential to extend informal science learning into the three-dimensional architectural environment. To examine how and if museums with green buildings interpret their buildings for the public, this study used photographs systematically taken by researchers in eight science museums across the United States. Results show that recycling, water, energy, green materials, and eco-landscaping were the top five green building themes interpreted by museums. Moreover, all museums use the passive strategy of educational signage to communicate green building themes, though several museums attempted to provide more active, hands-on learning opportunities. The analysis additionally uncovered a series of distinct strategic choices museums made concerning centralized versus decentralized displays, media types, passive versus active engagement, and targeting a range of visitor outcomes from green knowledge to behaviors. The potential for enhancing green building education in museums with certified green buildings is discussed.

Applications of microscopy in science education: gifted youth, public school, and the next-generation science standards (NGSS)

ABSTRACT Microscopy is not specifically mentioned in the Next Generation Science Standards (NGSS), and consequently secondary education limits its use to learning parts, procedures, and observing fixed specimen slides. However, when alternative approaches (See Section IV in this paper) are encouraged, microscopy provides opportunities for hands-on learning, engagement, use of models, and gaining a sense of size, scale, and hierarchical organisation. This article reviews living organism- and ecosystem-based microscopy originally designed for gifted and talented education, and how it could support the NGSS Life Science Framework. The paper begins with a review of curriculum, then discusses (1) five ongoing microscope applications relevant to the NGSS, including mini-ponds modelling ecosystem-organism functions; (2) data from pre- and post-testing as a measure of comprehensive learning; and, (3) a culminating communication project/exhibit on pond life, environmental conditions, and pollution effects.

Cost-effective innovation of locally assembled mannequins for undergraduate skill development in parenteral drug administration.

INTRODUCTION:The new competencybased curriculum for undergraduate medical education by the Medical Council of India mandates simulation using mannequins for teaching parenteral drug administration. Traditional education tends to focus on textbook learning, whereas competencybased education concentrates on the outcomes that directly guide the assessment of learners.OBJECTIVE:To introduce a module for the development of the core competency of parenteral drug administration using costeffective locally assembled mannequins for handson skill development in administering injections to be assessed using objective structured practical examination (OSPE).MATERIALS AND METHODS:Costeffective and durable fiberglass arms from mannequins used for fashion display were prepared for parenteral drug administration. The padding is easily done with wadding and gauze/crepe bandages, and the assembling requires only 15 minutes per arm. The training can be conducted in the department, giving students adequate opportunity for handson learning on individual arms during the practical sessions. As initial investment and recurring costs are low, it is possible for the department to obtain enough number of mannequins for each student to practice individually on an injection arm.RESULTS:Students practice injection technique freely, without fear of damaging the mannequin or having to do it on a patient. This helps them to assimilate the steps and sub-steps of doing the task in a much more realistic way and builds their confidence. Assessment of the performance of injection technique, infection control practices, and drug delivery are possible.CONCLUSION:We have observed a greater trend toward selflearning and selfefficacy and better adherence to the protocol of injection technique because of the handson training the students receive.

The Effect of Argumentation-Based Science Teaching Approach on 8th Graders’ Learning in the Subject of Acids-Bases, their Attitudes towards Science Class and Scientific Process Skills

Studies show that there are difficulties in learning the subject of acids and bases. For this reason, in the scope of the study, case studies which use daily life context are used to help students to establish the relation between acid-bases and daily life. In the content of the study, it was aimed to provide hands-on learning opportunities with performing experiments in the laboratory. It was thought that argument based science learning supported with authentic case studies would facilitate the students to learn the concepts of acid and base and support the development of their scientific process skills. The study aimed to investigate the effect of argumentation-based science teaching approach on 8th graders’ learning of the subject of acids and bases, their attitudes towards science class and their scientific process skills. The sample of the study consisted of 69 8th grade students from two different classes attending Science and Technology Course at a government school. The quasi-experimental research design which is one of the quantitative research designs was used in the content of the study. The experimental group was taught through Argumentation Based Science Learning Approach and the control group was taught through didactic teaching approach. The academic achievement test for the subject of acids and bases, Science Class Attitude Scale and Science Process Skills test were administered as pre-test prior to the application and post test following to the application. The results revealed that the argumentation based science teaching approach was more effective than the didactic teaching approach while learning the subject of acids and bases. The findings displayed that the academic achievement of the students taught with argumentation based approach was higher than the ones taught with didactic teaching approach. The findings of the study displayed that the Argumentation Based Science Learning Effect had no significant effect on students’ attitudes towards science class. But the approach had a significant effect on students’ science process skills.

Making Spaces for STEM in the School Library

Despite the high demand of careers in STEM (Science, Technology, Engineering, and Mathematics) fields, the extent and access to focused K-12 STEM education varies across the country. K-12 school libraries with their democratization of resources including both high- and low−/no- tech equipment can fill gaps by implementing makerspaces in the school library to provide and promote STEM learning and inquiry. This paper explores the use of K-12 school library makerspaces for the purpose of implementing design learning as a way to integrate these subject areas and provide hands-on STEM learning opportunities for students through making. Librarians facilitate such initiatives and collaborate with content area teachers to meet students’ needs for STEM.

Creating Macro Social Work Field Placements Through a University Campus Social Justice Issue

ABSTRACT Providing hands-on experiential learning opportunities to supplement hypothetical classroom lessons involving macro social work often presents challenges for educators. Applying theoretical lessons to real-world settings has the potential to significantly boost student critical thinking and problem-solving capabilities. Skill acquisition in these settings can help create job-ready graduates who apply for management or leadership positions. This article provides an overview of a social work field placement setting developed on a university campus in the U.S. Deep South. The mission of the field placement program is to address the needs of underserved students, staff, and faculty who were experiencing food insecurity or who lacked other vital resources. Lessons learned by graduate students along with implications for social work education are provided.

ENHANCING STUDENTS’ CONFIDENCE AND MOTIVATION IN LEARNING ENGLISH WITH THE USE OF ONLINE GAME TRAINING SESSIONS

Effective ESL teaching/learning has always been one of the most important interest areas for researchers and educators-practitioners. Over the past twenty years, teaching methods have been developed to enhance the students’ motivation and self-confidence with the purpose of improving their language skills. Learners with higher motivation do better in English, and learners with self-confidence tend to be more successful in learning. The contemporary society is constantly changing and developing new technologies. Using online games in ESL classroom is one of such methods supplementing the teaching-learning process. Learners are often motivated by hands-on and active learning opportunities. The students are able to work on accomplishing a goal by choosing specific actions. They experience the consequences of the actions, which is one of the ways that a game-based learning experience is similar to real life. In this article, we examined how the Kahoot game-based method of teaching ESL may affect the attitude of university students towards the language and their level of motivation and confidence. The obtained data revealed that using Kahoot training sessions was mostly successful in enhancing students’ confidence and motivation in learning English and the majority of students revealed positive attitudes to using Kahoot in language learning. However, 11% of students considered using online games to be a waste of time and 22% of students thought that learning English should not have fun as a necessary requirement. The author suggests that game-based method of teaching could be of use when utilized systematically over the academic year. However, university teachers should try various approaches and strategies to create a supportive learning environment in the classroom where learners feel interested, safe and secure to set and pursue their learning goals.

An outreach program with hands-on, physiology-based exercises generates questions about STEM career expectations.

Scientific advocacy and outreach programs are encouraged to increase public understanding of scientific knowledge and generate interest in science, technology, engineering, and mathematics (STEM) careers. However, evaluation of these events' effectiveness is difficult and somewhat rare. This study's purpose was to better understand how effective an established physiology-based outreach program was in generating interest in STEM careers, while simultaneously providing information that can be used to increase the effectiveness of future events. We partnered with a private school located in Omaha, Nebraska, where 64-80 students participated in 3 h of physiology-based activities presented by volunteers from the University of Nebraska Medical Center. The event included a brief presentation of the eye, sensory, heart, and lung systems, followed by hands-on demonstrations and activities. Each session concluded with 15 min of questions and answers (Q&A), where students were encouraged to engage the volunteers in inquiries about what they just learned, career-related questions, or any topic of their choosing. Each Q&A session was audio recorded and evaluated using thematic analysis to identify patterns in the Q&A data. Two major themes of questions were identified: 1) scientific content (animal circulatory systems and how organs are affected by disease or stimulus); and 2) career-related content, including typical day-to-day activities of a scientist and the volunteers' satisfaction with a scientific career. We conclude that hands-on physiology-based learning opportunities are effective in generating short-term interest in STEM content and careers. The results of this study will also facilitate informed modification of event content to better suit student's interests.

The Maker Movement: a Global Movement for Educational Change

Educators have been interested in the global maker movement as it provides hands-on learning opportunities for youths to enhance their knowledge and skills of science, technology, engineering, and mathematics (STEM). This study aims to understand the maker movement from the perspective of frame analysis and collective action frames. Based on 33 interviews with makers from China, Europe, and the USA, we use diagnostic and prognostic frames to analyze the problems related to makerspaces and how makers solve these problems. The results highlight that makerspaces are deeply rooted in local communities as they both integrate local expectations with their ideal of making and depend on communities to solve internal problems. Makers also proactively change the mindset of what constitutes and defines making of other actors (e.g. public). Discussion focuses on the roles of governments and the inequity of resource mobilization in terms of STEM learning in the movement.

262. Health Quest: Promoting Adolescents’ Health Science Career Interests Through Technology-Rich Learning Experiences

The purpose of the Health Quest project is to create an intelligent game-based learning environment and associated resources to increase adolescents' knowledge of, interest in and self-efficacy to pursue health science careers. Science, technology, engineering and mathematics (STEM) fields are among the fastest growing career opportunities, yet women and ethnic minorities remain underrepresented in these fields. As adolescence offers a key window to promote interest in and increase self-efficacy to pursue health research careers and the health professions, Health Quest focuses on an adolescent student population. Health Quest will be pilot tested and used in classrooms across North Carolina and California, and will also be featured in informal learning settings including the North Carolina Museum of Natural Sciences and in after-school programs in San Francisco. To support the project’s first aim of designing and developing a series of Health Quest Career Adventure Game episodes and interactive video interviews to promote students’ interest in health science careers, the project team conducted an extensive review of recent NIH Science Education Partnership Award (SEPA) projects awarded over the past three years. The purpose of the review was to identify existing programs and online resources that have been developed to promote students’ interest in health science careers and to identify any unique resources or game-based learning environments that aim to promote self-efficacy or mastery experiences towards building competency and interest in health science career fields. We conducted a review of existing SEPA projects awarded from 2015 to 2018 to identify online resources and game-based learning experiences that have been designed to promote students' interest in health science careers. Projects were reviewed according to content focus, instructional approach and resources provided (e.g., websites, podcasts, videos and online-games). Forty five of the 48 SEPA projects reviewed had websites. Projects focused primarily on the life sciences, such as genomics. A majority of projects involved engaging students in the classroom, including providing opportunities in the lab, and used an experiential and mentor-based approach to provide students with unique hands-on learning opportunities to promote students’ knowledge and interest in STEM fields. Other projects involved teacher development. Game-based learning technologies offer significant potential for increasing students’ interest in health science careers. The results of our review showed that while SEPA programs focus on promoting interests and STEM opportunities by engaging students in hands-on classroom and laboratory-based activities, there is a lack of technology-based resources that can be used to extend outreach to students who would not otherwise have access to these programs. We hypothesize that by leveraging the intrinsic motivation of game-play, participant agency, and personalized learning, we can create engaging learning experiences that enable students to explore and gain confidence in pursuing health science careers.

Aesthetic Dermatologic Surgery Training in Canadian Residency Programs.

The public and other physicians expect dermatologists to be experts on aesthetic dermatology services. In Canada, current challenges may limit residents from achieving competency in aesthetic dermatology during their training. This may adversely affect patient safety, create medicolegal risks, and deter graduates from offering aesthetic procedures. The objective of this article is to characterize the curriculum, hands-on learning opportunities, and perceptions of aesthetic dermatologic training in Canadian dermatology residency training programs. An online survey of faculty and residents within Canadian dermatology residency programs was performed. The main outcome measures were the hours of formal aesthetic dermatology teaching, the frequency of hands-on dermatology resident training with injectables and devices, and comparing faculty and resident perspectives regarding resident aesthetic dermatology training. Thirty-six faculty members (40%) and 47 residents (34%) responded to the survey. Lasers, fillers, neuromodulators, and mole removal were most commonly taught in the 10 hours or fewer of formal instruction. Residents commonly observed rather than performed procedures. High dissatisfaction among residents was reported with the quality and quantity of aesthetic dermatology training. Faculty and resident respondents supported increasing aesthetic dermatology education, and approximately 70% of residents plan to offer aesthetic services. Discounted pricing or resident-led clinics were felt to be ways to increase resident hands-on experience. The standardization of core competencies in aesthetic dermatologic procedures is essential to ensure patient safety and practitioner competence. At present, formal aesthetic dermatology training in residency may be insufficient for hands-on training. The majority of dermatology faculty and resident respondents support increasing aesthetic dermatology training.

Positive placement experience and future rural practice intentions: findings from a repeated cross-sectional study

ObjectiveTo identify the constituents of positive placement experience and explore the association between positive placement experiences and rural and remote practice intentions.MethodsA repeated cross-sectional study was conducted between January 2014 and December 2017. Medical, nursing, dentistry, and allied health students who completed a rural/remote placement were invited to complete a survey questionnaire on placement experience. Information on students’ sociodemographic factors, discipline, placement experience, placement satisfaction, and rural/remote practice intentions was collected. Modified Poisson regression was performed to determine the relationships between placement satisfaction and future rural practice intentions. Qualitative data were analyzed by thematic analysis.ResultsA total of 873 students responded. The majority of the survey respondents were females (70.06%), with a median age of 22 years (IQR 21–25 years), and 44.46% of respondents were medical students. Students satisfied with their placement were 2.10 times more likely to have rural/remote practice intention than their counterparts. Of all components of rural/remote placement experience, satisfaction with the placement supervision had the highest impact on changing students’ rural/remote practice intentions from negative to positive. The major themes from qualitative analysis were as follows: “wide variety of experience and hands-on learning opportunities,” “multidisciplinary exposure at home and workplace,” “support from the local University Department of Rural Health (UDRH),” “learning of indigenous culture,” and “experiencing challenges of rural health care services.”ConclusionThere is a strong association between positive placement experience and future rural/remote practice intentions. Therefore, facilitation of positive placement experiences in remote and rural locations could be a key strategy in addressing rural health workforce maldistribution.