Innovative Teaching Modalities Research Articles

How does movie foster experiential learning in auditing education?

PurposeThis study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.Design/methodology/approachBy employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.FindingsPreliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.Research limitations/implicationsThis study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.Practical implicationsThis study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.Originality/valueThis study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

Using Escape Rooms to Promote Active Learning & Intraprofessional Collaboration: A Pilot Study

Abstract Date Presented 04/22/2023 Escape rooms are an increasingly popular, innovative teaching modality in health care education. This study examined an escape room’s effectiveness as a teaching modality for OT students. Both the in-person and online formats significantly improved students’ intraprofessional teamwork and collaboration, professional identity, activity learning, critical thinking skills, and knowledge retention. Pre- and posttest knowledge retention showed a moderate effect size. Primary Author and Speaker: Chia-Wei Fan

Telepresence: An Innovative Teaching Modality to Enrich Simulation and Remote Learning.

The COVID-19 pandemic magnified the need for simulation and necessitated a radical change in how educators execute simulation-based learning (SBL), highlighting new and emerging technologies. Student evaluations noted a lack of realism with screen-based and telesimulations, and faculty reported students' decreased engagement. This project enhanced SBL using robot telepresence to provide an immersive and interactive environment. Student comments supported the positive experience, expressing greater engagement and indicating that the experience closely mirrored clinical practice. Telepresence removes barriers to distance learning, augments the potential of SBL, and broadens the understanding of how to deliver engaging SBL experiences to remote learners.

A guide for facilitating an escape room for undergraduate nursing students

BackgroundNurse educators continue to look for innovative teaching modalities to meet the needs of the Generation Z learner. Escape rooms, an interactive game where participants use clues to complete a mission and escape a room, have begun to be utilized in the educational setting. MethodA pediatric themed escape room was developed to orient the learner to pediatric nursing and to prepare the learner for their clinical rotation. The steps for an educator to facilitate an effective escape room are to determine the goal, write objectives, plan the scenario, gather the equipment, prepare the escape room, facilitate the scenario, and evaluate the scenario ResultsA simulation escape room was an effective modality to orient the learner to a specialty clinical environment such as a pediatric setting. This successful innovation was well received by students with positive examples of application. ConclusionA pediatric themed escape room is an innovative teaching modality to integrate into your curriculum to meet the needs of the Generation Z learner.

Is peer-assisted learning a more acceptable and innovative modality to teach clinical skills among learners? - An interventional study

Background: Studies on medical education suggest that peer-assisted learning (PAL) could be an acceptable and beneficial educational strategy to organize the programs by which students can tutor or teach their peers. We aim to compare PAL with trained faculty and also to find out the acceptance of PAL among the 1st year medical students in the department of physiology. Aim and Objectives: This study aims (1) to assess the acceptance of this relatively new innovative teaching-learning method among medical students and (2) to compare the effectiveness of teaching clinical skill delivered by peers versus trained faculty. Materials and Methods: This interventional medical education research study was conducted after ethical clearance from the Institutional Ethical Committee, on teaching clinical skills of blood pressure and pulse measurement on the 1st year MBBS students in the department of physiology. Students were divided into two groups and taught by peer who were trained prior and trained faculty members using a checklist. The objective structured practical examination scores of both groups were compared using paired t-test. Qualitative analysis of acceptance of PAL was done using a closed-ended questionnaire. Results: The scores of both the groups were adequately comparable with P > 0.0001. Qualitative analysis using questionnaire reflected that PAL was an overwhelmingly acceptable innovative teaching modality. Conclusion: These findings support the notion that PAL is more acceptable and equally effective on student’s learning and retention. PAL is an effective mean to encourage students and improve their knowledge and performance in basic sciences.

Continuous Program Evaluation to Foster an Environment that Leads to Student Engagement

This presentation explores aspects related to the Gerontology Health Certificate of Achievement program and the progression of their Enrollment Management Plan. It discusses how external forces have influenced changes to the plan during the last five years. Some of the strategies to be addressed are the incorporation of adult education courses to the career path; interdisciplinary collaborations with Health, Theater and Psychology Departments; partnerships with organizations such as American Association Family and Consumer Sciences; Association Gerontology in Higher Education, and private donors. The presenter also covers innovative teaching modalities such as laboratories, research, student club, and online teaching as an attempt to accommodate students’ needs. Lastly, it discusses the incorporation of workforce development data and how it is influenced by national and institutional policies and practices—ultimately creating a healthy environment to promote enrollment growth by strengthening student’s retention and completion. Part of a symposium sponsored by the Community College Interest Group.

New York University Grossman School of Medicine.

New York University Grossman School of Medicine.

Utilization of health and non-health major interdisciplinary teams in an undergraduate nursing faculty-student run community wellness clinic setting.

Lack of clinical placement sites in the community setting can pose a barrier to student learning in baccalaureate nursing education. Colleges and universities that have limited health-related majors are also challenged to create interdisciplinary learning opportunities in the community environment. Nursing faculty often address these issues with innovative teaching modalities. This article will introduce an innovative teaching modality, utilizing a constructivist teaching pedagogical approach, in a community-based learning environment. This modality addresses interdisciplinary community-based student learning related to health promotion and disease prevention in diverse communities.

Turning The Tables On Tradition: Flipped High-Fidelity Simulation To Potentiate Learning.

Innovative teaching modalities are more popular than ever within medical education. Examples include the flipped classroom model, incorporation of digital media and use of high-fidelity simulation technology. Our novel flipped simulation curriculum proposes the use of the flipped teaching method within the simulation lab for undergraduate and graduate medical education. With a focus on case-based learning, procedural skill development, and clinical excellence, flipped simulation incorporates many of the most important facets of medical education.

Enhancing Student Engagement: Innovative Strategies for Intentional Learning.

This paper presents four innovative teaching modalities conceptually designed and adherent to National Survey of Student Engagement (NSSE) indicators. Nurse education has received 'calls' for transformation, demanding a pedagogical refocus that better equips the future workforce. A key aspect is the need to actively engage students in learning, an approach shown to improve outcomes. Four innovative teaching modalities were incorporated into a baccalaureate curriculum, aligned to the NSSE indicators, and targeted an area of the curriculum where active student participation had the potential to improve the learning experience. The four modalities: Theater of the Oppressed; Simulation as a Clinical Site for Active Engagement; Legal Simulation; and Creating Student Researchers were introduced at key stages in the curriculum and covered sophomore to senior levels. NSSE can be utilized to provide a robust framework on which to plan and deliver educational opportunities that support meaningful, student-centered participation.

Nursing Student Perceptions of Standardized Patient Use in Health Assessment

BackgroundPeer physical examinations (PPEs) are often used to teach health assessment (HA) skills in undergraduate nursing education; however, the use of standardized patients (SPs) has been shown to have a greater impact on cognitive, affective, and psychomotor learning. MethodSurvey results from students who completed their HA final head-to-toe assessment evaluation using PPEs versus SPs were compared in this mixed-method descriptive study. ResultsStudents who used SPs indicated their assessment required more critical thinking and less memorization compared with those who used PPEs for their HA final head-to-toe assessment evaluation (p < .05). ConclusionThe use of SPs and case-based scenarios is an innovative teaching modality that can improve undergraduate nursing students' critical thinking and assessment skills.

Tips for Developing an Integrated Online and Simulation Course Based on 6-Years of Experience

Technological advancements, changes in pharmacy students’ learning preferences, and increased educational costs have necessitated the development and implementation of innovative teaching modalities. The University of Pittsburgh, School of Pharmacy has been using simulation-based learning throughout the curriculum for several years. To further advance this practice, a novel course was designed to teach students new concepts through online video lectures, slide sets and quizzes, and knowledge application during weekly practica time involving multiple patient cases taught with high fidelity simulation. While this course has been well received by students, it does require resources, organization, and time for development. In this article, we describe our experience developing, modifying, and sustaining this blended course with the hope that sharing our experiences over the past six years will lead to expediting successes at other institutions. Tips for success such as keeping online segments short, holding students accountable, thinking of simulation approaches beyond the mannequin, and developing standardized assessment tools are discussed. Overall the blended course of online learning and simulation is a unique educational experience akin to real-world pharmacy practice and is worth the effort with a goal of optimizing learning.

Application of an innovative, autonomous, creative teaching modality through service-learning in a community-health nursing course

Nursing faculty continue to find themselves challenged to meet student needs by the increasing student enrollment numbers and increasing faculty workloads without simultaneously increasing resources. The responsibility to meet student needs rests on the nursing faculty. It is therefore increasingly important that nursing faculty implement teaching modalities to meet student and patient needs. This article demonstrates faculty’s use of service-learning as an effective, innovative teaching modality to meet increasing student, patient, and community needs without additional resources. The authors seek to differentiate between service learning and contracted clinical experiences in order to enable nurse educators to use service learning as a teaching modality. The authors describe the process of using service learning with nursing process in this course. Nursing assessment is built into the project as a “windshield survey”. A literature review was conducted seeking to understand other uses of service learning in education and validate the authors’ experiences. This three-credit hour lecture and one credit hour clinical course has yielded unique and interesting service learning projects that positively impact their communities. The students work with cohorts of all races, ethnicities and cultures throughout the lifespan. Service-learning opportunities assist in the availability and accessibility of health care to safety net facilities and vulnerable populations who may not otherwise receive health care screening or treatment. Faculty in nursing and other health disciplines will likely appreciate the innovation, creativity, and autonomy afforded this modality of outreach.

A “Second Life” for gross anatomy: Applications for multiuser virtual environments in teaching the anatomical sciences

This article describes the emerging role of educational multiuser virtual environments, specifically Second Life™, in anatomical sciences education. Virtual worlds promote inquiry-based learning and conceptual understanding, potentially making them applicable for teaching and learning gross anatomy. A short introduction to Second Life as an anatomical educational tool is provided, along with description of existing anatomy applications and future directions for this innovative teaching modality.

Use of Simulation Training in the Intensive Care Unit

With increased patient acuity, nurse educators are faced with the challenge of providing ongoing education and ensuring nurse competency. High-fidelity simulation is an effective teaching modality that can meet the diverse needs of critical care nurses with various backgrounds and levels of experience. The Institute of Medicine recommends the use of simulation and simulators as a best practice tool for an instructional method in healthcare. There is documented support for the integration of simulation in nursing continuing education. Organizations such as the Agency for Healthcare Research and Quality, American College of Surgeons, American Council for Graduate Medical Education, National League for Nursing, American Nursing Association, and American Association of Critical Care Nurses have provided support and encouragement for the use of innovative teaching modalities to create enhanced learning. Along with enhanced learning, simulation plays a role in improving patient safety, recruitment and retention strategies, and addressing quality and risk-management concerns. This article will focus on high-fidelity simulation as it relates to clinical education and nurse competency in the intensive care unit.

Instruction in clinical pharmacology: changes in the wind.

We have presented some views on past, present and potential trends for teaching clinical pharmacology in the medical curriculum. Clinical pharmacology as subject matter in the medical curriculum has been operationally defined for our purposes as: (1) the application of fundamental principles of basic pharmacology to rational drug therapy in humans; and (2) the application of appropriate nuances of the human pharmacology of individual drugs to their use in particular disease states. In terms of improving the results of drug therapy, arguments were advanced for the importance of teaching clinical pharmacology at all levels in the medical curriculum and in postgraduate medical education. The introduction of so many new and potent pharmaceuticals over the past 25 years requires well educated and skilled medical practitioners adept and well versed in the fundamental principles of basic and applied pharmacology, so as to achieve the most prudent, effective and economically sound use of these drugs as possible. This creates a challenge to medical educators, particularly those involved in teaching clinical pharmacology, to devise innovative teaching techniques and curricular changes that foster these goals. In an attempt to address these challenges, we have reviewed some innovative teaching approaches and curricular reforms, both published and unpublished, that have already met with success, and we have also discussed some future trends in teaching both undergraduate and graduate physicians the fundamental principles of rational drug therapy. The challenges and issues involved in these future trends have been identified and will be addressed in subsequent articles in this journal. These will be concerned with teaching clinical pharmacology: (1) in basic medical pharmacology courses; (2) to upperclass medical students; and (3) in continuing medical education programs. Subsequent articles will also deal with new and innovative teaching modalities for clinical pharmacology and with the role of the drug industry in these modalities.