Intensive Instruction Research Articles

Is it Possible to Arouse Interest in a Career in Traumatology with a Curricular Course in Medical School?

Background: There is a serious lack of young doctors in trauma surgery, which has intensified in recent years. The reasons are complex. Studies have shown that the interest in starting a career in surgery significantly decreases during medical school. To counteract the lack of young talent in the clinic, interest in the subject should be aroused in medical school. The aim of the present study was to evaluate current teaching at our university, where trauma surgery is a curricular subject with mandatory attendance for all medical students. Material and Methods: The current curriculum is intended for medicine students in their fifth year. The curriculum comprises lectures, practical courses and observation modules held in small groups. Students are provided with an experienced surgeon as teacher and mentor for the whole week. A teaching and training centre is available for the practical courses. In an anonymised questionnaire, students were asked about their overall assessment and the training success of practical and theory-oriented modules, as well as their specific interest in traumatology. Results: The evaluated curriculum gave very good results, with an overall rating of 1.53 (average) on a 6-point Likert scale in the overall assessment. It could be shown that students previously not interested in starting a career in trauma surgery showed significantly more interest in the subject after the curriculum. The practical parts scored best in the individual assessment. Conclusion: We showed that intensive teaching can arouse interest in traumatology in students who had been indifferent to orthopaedics and traumatology.

Creation of the first Hartford Consensus compliant elementary school in the USA

BackgroundThe Hartford Consensus established a framework for minimizing deaths due to mass shootings, specifically eliminating preventable deaths due to limb exsanguination. Two major principles defined within this framework are (1) redefining the first responder role and (2) the ubiquitous availability of proper training in application of hemorrhage control techniques, including tourniquets. We hypothesized that this hemorrhage control posture could be fully translated into an elementary school.MethodsFollowing institutional review board approval, all teachers at a prekindergarten through 8th grade elementary school underwent short, intensive instruction on their role as a first responder, as well as indications and proper technique for hemorrhage control and tourniquet application for limb exsanguination. All teachers self-reported their confidence in their role as a first responder as well as tourniquet application indications and technique before and after instruction. Following instruction, teachers were evaluated on proper tourniquet application technique on a simulated limb to assess competence.Results26 elementary school teachers and 2 administrative staff underwent training. All reported low confidence in their role as a first responder and in tourniquet application indication and technique before training. Following training, all teachers reported high confidence. Testing demonstrated all teachers were competent in the tourniquet application technique. Following training, each classroom was equipped with a purpose-made commercial tourniquet, and a dedicated hemorrhage control bag was placed in the school's central administrative office.ConclusionsAll teachers were successfully trained to act as first responders and in correct hemorrhage control techniques, which was verified by testing. This is the first elementary school to universally adopt a hemorrhage control posture to eliminate preventable deaths from limb exsanguination advocated by the Hartford Consensus.

Examining Learner Engagement Strategies

The Learning and Engagement Questionnaire (LEQ) measures instructional and environmental variables associated with learner engagement. The present study sought to determine the suitability of the LEQ to measure learner engagement with a sample of Canadian teachers and to further investigate the factorial structure in comparison with the Australian context. Canadian teachers ( N = 739) from Kindergarten to Grade 12 responded to the LEQ in ways that are explained by two factors identified as “Instructional Cycle” and “Student-Directed Learning.” The previously reported factor structure of the LEQ identified five factors in the Australian study: “Goal Directed Learning,” “Task Selection,” “Intensive Teaching,” “Teacher Responsiveness,” and “Planning and Learning Environment.” There is a discussion of the cross- cultural differences between the Australian and Canadian participant groups and their dominant pedagogical approaches. The LEQ has the potential to raise teachers’ awareness of the strategies they can use to facilitate inclusive practice through differentiated student engagement.

Using High-Probability Instructional Sequences and Explicit Instruction to Teach Multiplication Facts

Students with learning disabilities often struggle with math fact fluency and require specialized interventions to recall basic facts. Deficits in math fact fluency can result in later difficulties when learning higher-level mathematical computation, concepts, and problem solving. The response-to-intervention (RTI) and multitiered-systems-of-support (MTSS) approaches for delivering research-based interventions to struggling learners provide educators with the structural frameworks necessary for planning tiered interventions to address skill deficits. Some schools have been implementing RTI/MTSS for years, while others have recently started using these frameworks. Regardless of the number of years delivering tiered interventions, educators benefit from learning about additional interventions they can implement for students requiring tertiary supports (i.e., Tier 3). This article provides readers with a detailed explanation of a Tier 3 multiplication fact fluency intervention that involves the use of high-probability instructional sequences and explicit, systematic, intensive instruction to increase motivation and fluency development.

Use of an Objective Structured Assessment of Technical Skill After a Sports Medicine Rotation

The purpose of this study was to determine if the use of an Objective Structured Assessment of Technical skill (OSATS), using dry models, would be a valid method of assessing residents' ability to perform sports medicine procedures after training in a competency-based model. Over 18months, 27 residents (19 junior [postgraduate year (PGY) 1-3] and 8 senior [PGY 4-5]) sat the OSATS after their rotation, in addition to 14 sports medicine staff and fellows. Each resident was provided a list of 10 procedures in which they were expected to show competence. At the end of the rotation, each resident undertook an OSATS composed of 6 stations sampled from the 10 procedures using dry models-faculty used the Arthroscopic Surgical Skill Evaluation Tool (ASSET), task-specific checklists, as well as an overall 5-point global rating scale (GRS) to score each resident. Each procedure was videotaped for blinded review. The overall reliability of the OSATS (0.9) and the inter-rater reliability (0.9) were both high. A significant difference by year in training was seen for the overall GRS, the total ASSET score, and the total checklist score, as well as for each technical procedure (P < .001). Further analysis revealed a significant difference in the total ASSET score between junior (mean 18.4, 95% confidence interval [CI] 16.8 to 19.9) and senior residents (24.2, 95% CI 22.7 to 25.6), senior residents and fellows (30.1, 95% CI 28.2 to 31.9), as well as between fellows and faculty (37, 95% CI 36.1 to 27.8) (P < .05). The results of this study show that an OSATS using dry models shows evidence of validity when used to assess performance of technical procedures after a sports medicine rotation. However, junior residents were not able to perform as well as senior residents, suggesting that overall surgical experience is as important as intensive teaching. As postgraduate medical training shifts to a competency-based model, methods of assessing performance of technical procedures become necessary.

Threshold capability development in intensive mode business units

Purpose– The purpose of this paper is to explore: student perceptions of threshold concepts and capabilities in postgraduate business education, and the potential impacts of intensive modes of teaching on student understanding of threshold concepts and development of threshold capabilities.Design/methodology/approach– The student experience of learning was studied in two business units: strategic management, and accounting. The method involved two phases. In the first, students and unit coordinators identified and justified potential threshold concepts and capabilities. In the second, themes were rationalized.Findings– Significantly more so in intensive mode, the opportunity to ask questions was reported by student participants to support their development of the nominated threshold capabilities. This and other factors reported by students to support their learning in intensive mode are consistent with supporting students to traverse the liminal space within the limited time available in intensive mode.Research limitations/implications– Respondents from future cohorts will address the small participant numbers. Studies in only two units are reported. Studies in other disciplines are presented elsewhere.Practical implications– The findings will be important to educators using intensive mode teaching in business, and researchers working within the framework.Originality/value– This is the first study to explore the potential impacts of intensive modes of teaching on student understanding of threshold concepts and development of threshold capabilities.

Responsiveness-To-Intervention: A “Systems” Approach to Instructional Adaptation

Classroom research on adaptive teaching indicates few teachers modify instruction for at-risk students in a manner that benefits them. Responsiveness-To-Intervention, with its tiers of increasingly intensive instruction, represents an alternative approach to adaptive instruction that may prove more workable in today's schools.

Designing an Elementary Course of English for Adults at Commercial English Schools and Centers in Ukraine on the Basis of the Communicative-Analytic Method

The paper discusses a many-year-long experience of designing and using an elementary course of oral everyday communication when teaching English to adults who have previously finished an introductory (preparatory) course of that language and are principally oriented towards acquiring the skills of oral communication in English. The article is the continuation of the preceding article published in theInternational Letters of Social and Humanistic Sciences, and it discloses the way of practical implementation on the elementary level of language education of the communicative-analytic method substantiated in that previous paper. The elementary course analyzed in the article is created for the beginner’s stage of learning English by those adults who desire to acquire it outside university language programs – for instance, in different kinds of commercial language schools and centers. The developed elementary course of oral everyday communication is structured on the basis of communicative-analytic approach with the equilibrium of communicative and language form-focused learning activities. Communicativeness is implemented by way of following Lewis’s lexical approach and methods of intensive language teaching developed by Losanov. The course of 56 two-hour classes precedes the pre-intermediate course of speaking, listening, reading, and writing in English and follows a very short two month-long introductory course.

Three Types of Reading Class in Primary Chinese Teaching

Under the new curriculum concept, Chinese reading class should contain three forms, namely single-text intensive reading teaching, multi-text skimming teaching and whole book reading teaching. Despite different tasks as well as strategies in each form, the three forms are inseparably interconnected and integrated at three levels of topic learning and make up the whole process of reading teaching experience.

Examining a Preteaching Framework to Improve Fraction Computation Outcomes Among Struggling Learners

Thirty-two students enrolled in one of four sixth-grade classrooms across two elementary schools participated in this study. Students receiving supplemental and intensive instruction in math and those with math-related disabilities were participants. A treatment and control, pre/postexperimental design was used to examine the effect of preteaching using a gradual instructional sequence on students' accuracy in solving fraction computations. Prior to each unit, students were pretaught three essential prerequisite skills related to the upcoming general education core math unit. Findings indicate that the combination of preteaching using the concrete-representational-abstract instructional sequence can be effective at improving the overall fraction computations of students with or at risk for disabilities.

Expertise in Interpretation of 12-Lead Electrocardiograms of Staff and Residents Physician: Current Knowledge and Comparison between Two Different Teaching Methods

Background and objectives: Electrocardiogram is a commonly used procedure for diagnosis of heart disease. It is not known doctor skills nowadays and utility of intensive course electrocardiogram teaching. The objective is to evaluate the accuracy in the interpretation of electrocardiograms among residents and staff doctor and evaluate the usefulness of an intensive training course in ECG (one week, 20 hours long) with a standard rotation in cardiology unit. Methods: Participants were included prospectively and divided into two groups for analysis: Hospital Group (82 residents during their Cardiology rotation) and Course Group (71 residents and 41 staff physicians from the audience to a specific electrocardiogram course). They fill in 2 different questionnaires of 10 basic electrocardiograms: “Initial Test” at the beginning and “Final Test” at the end. We assign one point for each correct answer and zero for incorrect one (score range was 0 to 10 points). Results: The score achieved in the “Initial Test” (standard deviation) was 5.09(1.81). Residents obtained 5.28(1.8), and Seniors 4.4(1.6), p=0.006. In the “Final Test” score achieved was 5.91(1.9), Residents obtained 6.03(1.98) and staffs 5.48(1.7), p=0.104. We found no differences in the “Final Test” score between both ECG teaching methods after adjusting. Conclusion: Real ECG knowledge between doctors is poor. Residents obtained better results than staff at the beginning but at the end there were not statistic differences. Intensive course were similar to classical teaching method.

Effectiveness of Proactive Intensive FFI in Cultivating Grammatical Knowledge of Iranian EFL Learners at Different Proficiency Levels

&lt;p&gt;The present study provides a report on an experiment seeking the effect of proactive intensive form-focused instruction on the grammatical development of intermediate and advanced Iranian EFL learners. More specifically the aim of the study was to discern (a) whether the grammatical knowledge of Iranian EFL learners at different proficiency levels ameliorated in the wake of exposure to proactive intensive FFI (b) whether the grammatical knowledge of the learners at the two proficiency levels improved equally or not, and (c) whether there was an interaction effect between the FFI and the proficiency level, which affected the grammatical development of the learners. To meet these objectives, 119 intermediate and advanced EFL learners at Sadr Institute of Higher Education in Isfahan, Iran were asked to take part in this study. To ascertain the homogeneity of the participants, a QPT was administered to them. The learners in each proficiency level were assigned to a control and an experimental group and they sat for a grammar pretest. Subsequently, the learners in the treatment groups received proactive intensive FFI (metalinguistic explanations followed by repeated form-focused tasks and explicit corrective feedback on form) in their free discussion classes, while those in the control groups participated in classes bereft of FFI. After 9 sessions of instruction, the learners took a posttest. Such statistical tools as paired sample &lt;em&gt;t&lt;/em&gt; test and two-way ANOVA were utilized to analyze the collected data, and the following results were obtained: (a) both intermediate and advanced group learners experienced a boost in their grammatical knowledge after being exposed to proactive intensive FFI (b) the treatment in the current study was more beneficial to intermediate EFL learners’ grammatical development than it was to advanced learners’, and (c) proactive intensive FFI, proficiency level, and the interaction between them all were instrumental in molding the grammatical knowledge of Iranian EFL learners. The implications for EFL practitioners are enumerated in the paper.&lt;/p&gt;

Preparing Social Work Students for International Interdisciplinary Practice: A Teaching Model and Its Impact on Self-Efficacy

To promote international social work education and prepare MSW graduates for international careers, several teaching models have been developed, including intensive teaching in international settings, hybrid teaching with study abroad components, and applied learning through service learning and international internships. Benefits of international social work education range from increased knowledge and skills in addressing global issues through policy and advocacy, to significant improvements in multi-cultural competence and awareness upon participation in structured cultural immersion programs. Current challenges for social workers in international development careers point to the need for an interdisciplinary approach to best address complex global social issues. This paper proposes an international interdisciplinary teaching model that aims to prepare social work students for international development practice. Based on a pilot study of the proposed model, students showed significant increases in the self-efficacy of interdisciplinary international knowledge and skills.

An Intensive Training Program for Effective Teaching Assistants in Chemistry

We report an intensive graduate teaching assistant (GTA) training program developed at The University of Chicago. The program has been assessed and has been successful in preparing GTAs for effective discussion and laboratory teaching for both general and organic chemistry. We believe that this training program can provide insightful information to benefit other similar GTA training programs in the future.

Effects of virtual teaching method on intensive care skills teaching

Objective To explore the effects of virtual teaching methods on intensive care skills teaching. Methods A total of 262 nursing students were randomly divided into two groups: intervention group (n=131) and control group (n=131). The patients of two groups were received traditional experimental teaching methods and intervention group also received the virtual teaching methods. The scores of course evaluation, general self-efficacy and critical thinking ability were evaluated. Results In the intervention group, the scores of course evaluation, self-efficacy and critical thinking ability were (84.12±5.32), (2.72±0.35) and (293.21±5.71) which were better than those in the control group (t=-8.47, -11.66, -15.45; P<0.01). Conclusions The virtual teaching methods can stimulate learning interests of students and improve the scores of course evaluation, self-efficacy and critical thinking ability. Key words: Education, nursing; Intensive care unit; Self-efficacy; Critical thinking mind; Virtual teaching method

Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders

The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used a quasi-experimental design with pre and post assessments for both the treatment and comparison groups. Participants were fourth grade students (N = 92) below proficient on the state standardized literacy assessment and had social emotional/behavioral difficulties. Baseline equivalence on key factors (e.g., age, ethnicity) was established. Both the treatment and the comparison groups received the same dosage of intensive literacy instruction for five weeks, while the treatment group received embedded or explicated social emotional learning opportunities through a variety of enrichment activities related to self-regulation skills, appropriate peer interaction skills, emotional regulation skills, and conflict resolution strategies. Results indicated that both groups improved their literacy skills. Moreover, the treatment group significantly improved their emotional symptoms and peer problem scores, while the comparison group’s social emotional behavior remained stable or slightly declined. The results of this study demonstrate initial evidence to support the use of an integrated (i.e., academic and enrichment activities) summer learning model for students at risk for EBD.

Tutorial in medical education: A review of contextual modifications

Tutorial has embodied a major teaching–learning strategy in basic science of medical education and is widely researched for its effectiveness in learning outcomes. It is a class or short series of classes in which one or more instructors provide intensive instruction on a subject to a small group. Medical students, during tutorials, are trained to develop and test their ideas, clarify concepts taught in lectures, define new problems, seek solutions, cultivate problem-solving skills, and indulge in self-learning. Literature identifies certain important issues with respect to challenges and limitations of conventional tutorial method. Constraints such as lack of structural uniformity, financial and resource limitations for teaching in small groups, and short supply of dependable peer tutors are a few recognized challenges. Available bodies of research also suggest need-based modifications to overcome the operational difficulties without compromising the integrity of tutorial. The proposed alterations can be of consequence in developing professional competencies such as interpersonal and self-directed learning skills. It is apparent that different tutorial formats may be optimal in different fields and levels of study and hence should be piloted as per the local need and relevance.

Assimilation as a Co-articulation Producer in Words and Pronunciation Problems for Turkish English Teachers

The aim of this research is to diagnose and help students overcome their problems through practice activities in English Language Education Departments in Turkey. This paper measures the perception of co-articulatory information in terms of consonant-to-consonant relations in the structure of vocabulary items and affixes of English. Thirty eight freshmen who are presently studying in the department of English language education at Hacettepe University are the participants, who were given a pretest on vocabulary items that include 25 questions, with five alternatives for the diagnosis of the secondary articulations in the words. Thereafter, a three-hour intense teaching and practicing process took place. After two weeks, the participants were given a posttest that included new vocabulary items not asked in the pretest. Results of data analysis revealed that co-articulation and secondary articulation connection in the creation of assimilations constituted a serious pronunciation problem due to consonantal and vowel assimilations for Turkish students of English Language Education. Results also indicated that the perception of assimilation is weak at the end of the pretest, but there is a remarkable development after the instruction on secondary articulation and coarticulation in relation to the perception of assimilation in connected speech in English utterances.

Review of 7th Annual Hair Transplant 360 Workshop St. Louis, Missouri, USA • November 19-22, 2015

1. Nicole E. Rogers, MD, FISHRS (nicolerogers11{at}yahoo.com) 1. Metairie, Louisiana, USA Editor’s note: In company with the other members of the faculty, I enjoyed being involved with the intensive teaching effort at the St. Louis workshop. It has been said many times that this is a great

The ISEA Winterschool in Sports Engineering: 5 Years of Education and Team Building Experiences

Aim of the work is to present the ISEA Winterschool experience, spanning over the last 5 years. From 2011 to 2015, 150 students coming from several countries of the world joined the Winterschool in San Vito di Cadore, Italy, spending five days of intense teaching, testing and analysis activities under the guidance of 11 university professors experts in the field of winter sports. The support of about 25 tutors and the presence of a number of industry representative allowed the community to grow in the knowledge of Wintersports engineering and to build and reinforce friendly collaborations. This fostered the exchange of knowledges, stimulated joint projects and student exchanges over the years, that will last as positive results of the experience.