Interactive Teaching Strategies Research Articles

Strategies for Integrating Global Awareness and Engagement Into Clinical Practice.

Nurse educators are faced with the challenge of educating learners about global health for clinical practice, particularly as cultural diversity increases in their own communities. This third article in the four-part Teaching Tips series focuses on active teaching-learning strategies for global health awareness and engagement in clinical practice using interprofessional education global health competencies and evidence-based interactive teaching strategies. Tips and topic ideas are offered for integrating global awareness and engagement in both the academic and practice settings to prepare today's nurses for systems-based culturally competent care in clinical practice. J Contin Nurs Educ. 2018;49(5):203-205.

Jigsaw Method for Non-technical Skills in Cardiac Arrest: a Novel Application of This Active Learning Pedagogy

There has been increased recognition of the importance of non-technical skills (e.g., communication and leadership) for cardiac arrest management. However, training is often insufficient to cultivate the requisite level of proficiency of these non-technical skills. We evaluated non-technical and technical skills performance of internal medicine residents in simulated cardiac arrest cases prior to and following a novel application of an interactive teaching strategy known as the Jigsaw Method. This method is one of the several established teaching strategies intended to actively engage learners. Internal medicine residents participated in pre- and post-intervention medical knowledge quizzes and cardiac arrest simulation cases. Technical skills (i.e., medical knowledge) were assessed by multiple-choice quizzes and non-technical skills (i.e., leadership, communication) with performance scoring. Fifty-six residents, including 50 of 53 (94%) matriculated senior residents from within the internal medicine program, participated. There was statistically significant improvement in quiz scores (median 63.3 vs. 80.0, p < .0001) and mock code performance scores (median 58.4 vs. 72.1, p = 0.01), comprising both leadership and communication components. Application of the Jigsaw Method resulted in improved technical and non-technical cardiac arrest management skills. Our findings support the implementation of this active teaching-learning technique into graduate medical education (GME) for non-technical skills training.

Using Technology and Active Learning in a Lecture Based Anatomy Course: Does it Help?

Health professions programs' accreditation bodies require incorporating interactive teaching strategies throughout curricula, however it can be difficult to employ due to heavy course load schedules and space restrictions. Technology can assist in implementing interactive strategies by providing a means of content delivery to students before class time. This can allow for class time to be more interactive, however, the effectiveness of utilizing a combination of technologies before and during class time is unclear. The objective of this study was to determine if creating an active classroom experience utilizing technology before and during class time increases student's knowledge of and confidence in the presented content.50 1st year PA students watched a lecture that was given over the past three years in a short, content only video, created using “Expain Everything” the week before class. After watching the lecture, students filled out a short pre‐quiz on their understanding of the anatomy content. Using an iPad and Qualtrics, clinical cases were presented related to the anatomy content and students answered questions on the clinical applications in real time via Qualtrics. Students completed a post‐quiz at the end of the session. An anonymous survey was administered prior to the final exam to assess confidence in their understandin of the presented content. Quantitative data (pre‐quiz mean scores, post‐quiz mean scores, individual quiz question performance and performance on related exam questions) and qualitative data (survey confidence questions and session evaluation questions) were gathered.50 (100%) students completed the pre‐quiz, 47 (94%) students completed the post‐quiz, and 45 (90%) students completed the survey. There were no significant differences between pre‐quiz and post‐quiz scores (mean 82.1 and 80.1, respectively). Qualitative data showed that students felt the pre‐recorded lecture was a helpful resource and they enjoyed using both the pre‐recorded lecture and Qualtrics classroom case questions. However, students did not feel more confident in their understanding of the material.Based on these preliminary results, students did not perform better after the use of an active learning approach in a lecture based course. Further, while students may enjoy answering questions based on clinical correlations over listening to a live lecture, this teaching approach did not improve performance.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Being an E-Teacher: Preparing the ESL Teacher to Teach English with Technology

&lt;span lang="EN-US"&gt;&lt;em&gt;In response to the extensive use of technology in the field of education particularly in English language teaching (ELT) context, both the pre-service and in-service ESL teachers are expected to use ICT tools in their teaching and learning environment. It is important to have a closer look at the use of ICT tools and the ease of access to the internet to see the opportunities to harness the technology resources for effective blended learning. Recently, although many studies revealed merely to promote the student’s self-directed learning and the successful of CALL, it is the teacher as a key role to blend such technologies into an effective teaching strategy. This study strives to develop a conceptual framework for teaching English with technology.&lt;span&gt; &lt;/span&gt;The framework delineates six perennial aspects of e-teacher development; they are; (1) teacher technology competency, (2) professional use of ICT tools, (3) professional use of the Internet, (4) web-based technology skills, (5) ESL teacher’s digital literacy, and (6) ESL materials and resources development.&lt;span&gt; &lt;/span&gt;This concept will bring many contributions to the way ESL teacher exploit the technology resources for an adaptive and interactive teaching strategy.&lt;span&gt; &lt;/span&gt;This paper also provides the implications for the practice, teacher, and student&lt;/em&gt;&lt;/span&gt;

An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development

Abstract Education for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

CONTEMPORARY PERSPECTIVES ON IMPROVING EFFECTIVE TEACHING AT FIRST YEAR STUDENTS IN ENGINEERING HIGHER EDUCATION- A STUDENTS’ PERSPECTIVE

The ultimate criterion of effective teaching is effective and successful learning. The paper focuses on an ascertaining research that investigates the students’ opinion about the effective teaching characteristics through a survey based on a questionnaire that was sent to 233 first year students from Technical University of Cluj-Napoca, Romania, attending classes to prepare for a teaching career. The revised set of characteristics of effective teaching according to the Griffith University’s PRO-Teaching project (Klopper, C., Drew, S., 2015) presented originally as ‘eight dimensions of good teaching’ (Nulty, 2001) provided a structured framework that has been the basis for our study in students’ evaluation of effective teaching. The data collection procedure was based on a survey with a 5-point Likert scale and an open-ended question with comment box. The students in the contemporary educational system prefer interactive teaching strategies, suitable personal characteristics of teachers and a good teacher-student relationship .

Beyond Polls: Using Science and Student Data to Stimulate Learning

ABSTRACTIn an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies — experiments, simulations, etc. — that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to support learning. The “data-driven classroom” is one in which original student data are collected via survey at the beginning of the course and the results presented throughout the term. Examples and case studies across multiple courses and classroom settings are used to illustrate how the method may be applied in practice. Feedback from student assessment surveys reveals strong support for the method, even among nonmajors. The article concludes with recommendations for instructors interested in creating more data-driven classrooms.

Student-Developed Simulations: Enhancing Cultural Awareness and Understanding Social Determinants of Health

National and global initiatives to address the social determinants of health (SDH) are on the rise. On a parallel trajectory, increased cultural awareness is emerging as an integral strategy to improve the understanding of these social contributions to disease states, health inequities, and health disparities. Undergraduate nursing students developed modalities and role-played simulations as a teaching and learning strategy. The simulations demonstrated how nurses assess patients' unique needs and offer support and resources regarding patients' socioeconomic, cultural, and environmental needs. The student-developed simulations were an interactive teaching and learning strategy that offered several benefits, such as improved interpersonal skills, learned specific nursing roles, and improved cultural awareness. Student-developed simulations are an innovative teaching strategy for improving cultural awareness and learning more about SDH. [J Nurs Educ. 2017;56(4):243-246.].

Construindo cidadania europeia: Impactos de uma intervenção com jovens em escolas portuguesas

Exploring ways of constructing citizenship, this paper presents data from educational experiencesimplemented in secondary schools, with young people in two intervention‑research projects.Starting with a conceptualization of citizenship and participation and its political framework, the work presented here follows a mixed methodological approach in order to understand how an intervention based on interactive teaching strategies has impact on the interest Portuguese youngsters have in information about and European issues, as well as on how they identify themselves with Europe and how they value different dimensions of European citizenship. Findings reveal the importance of this type ofstrategy, since its effectiveness becomes observable. We verified a positive increase in the valuing of European citizenship dimensions, specifically those related to wider active civic involvement, greater levels of expression of identification with Europe and an amplified interest in European issues, namely in terms of news consumption and conversation with others about these same issues, variables that areimportantly proven as predictors of future participation of these young people.

Promoting the asking of research questions in a high-school biotechnology inquiry-oriented program

Asking questions is an important scientific practice, and students around the world are expected to learn how to ask their own research questions while performing inquiry. In contrast to authentic scientific inquiry, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students. Here, we characterized the teaching and learning of research-question-asking in the context of an innovative inquiry-oriented program for high-school biotechnology majors, focusing on two case studies of lessons in which students were expected to formulate their research questions. In-depth examination of students’ questions, written during the two lessons, revealed that only in one of the lessons students’ ability to ask research questions improved. A connection was found between the more student-centered, dialogic, and interactive teaching strategy and the development of students’ ability to ask research questions in that class. Most of the research questions that were investigated by the students originated from a peer-critique activity during the student-centered lesson, unlike the teacher-focused lesson from which none of the students’ suggested research questions were selected for investigation. It can be concluded that a student-centered, dialogic, and interactive teaching strategy may contribute to the development of students’ ability to ask research questions in an inquiry-oriented high-school program. Encouraging teachers to implement dialogic and interactive classroom discourse in authentic inquiry could be a meaningful tool to support the teaching and learning of scientific abilities such as asking research questions.

Implementation of interactive teaching strategies across STEM disciplines

We propose to present a collection of posters united by a single theme: the use of interactive teaching across STEM disciplines. The posters will be presented by Mason faculty and graduate students participating in the NSF-funded SIMPLE Project. The focus of the project is developing faculty communities of practice that promote evidence-based interactive teaching across STEM. As part of this project, participants have been trying new interactive teaching strategies in their classrooms and documenting the process in the form of a design memo. A design memo is a short, structured reflection on the implementation of a particular teaching strategy. In the context of the SIMPLE Project, design memos pursue two goals: prompting instructors to engage in reflection about their teaching, and serving as sharable artifacts for other instructors interested in adopting similar strategies. More information about the project and about design memos can be found on the project website: simple.onmason.com.Each poster at the session will provide a birds-eye view of the participant’s design memo; thus, it will include (but will not be limited to) a description of a strategy with examples, the instructor’s reasons to implement it, information on preparation needed for its use, discussion of potential pitfalls to avoid, and reflection on how the instructor would refine the technique for future implementations. Posters will be complemented by printed copies of design memos as handouts for attendees. By the end of the session, attendees will learn about various interactive teaching strategies and how they can be enacted in practice.

Interventions for improving the research literacy of nurses: a systematic review

Despite the importance of research literacy for nurses, many nurses report feeling unable to effectively read and understand research, which in turn results in lower research utilization in practice. Nurses themselves identify poor experiences with trying to understand and use research as factors that contribute to a reluctance to utilize research. This reluctance often leads nurses to seek other sources of information, such as colleagues, instead. The objective of this review was to identify the effectiveness of research literacy interventions on the research literacy of registered nurses. Registered nurses.Interventions of interest were those that evaluated the effectiveness of workplace educational programs or interventions conducted in a healthcare organization or tertiary-level educational facility aiming to improve or increase registered nurses' understanding of research literature.Outcomes of interest were research literacy, measured explicitly or as research knowledge, research understanding, use of research evidence in practice, and/or ability to critically appraise research.We considered experimental study designs such as randomized controlled trials, nonrandomized controlled trials, quasi-experimental, and before and after studies. A wide range of databases were searched in order to provide the most complete possible review of the evidence. Initial keywords used were: "research litera*", "research education", "research knowledge", "evidence-based practice education". Papers selected for retrieval were assessed by two independent reviewers for methodological validity prior to inclusion in the review using standardized critical appraisal instruments from the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI). Data were extracted from papers included in the review using the standardized data extraction tool from JBI-MAStARI. Quantitative data would have been, if possible, pooled in statistical meta-analysis using the Cochrane Collaboration's Review Manager 5.2 software. As statistical pooling was not possible, the findings are presented in narrative form including tables and figures where appropriate to aid in data presentation. The majority of included studies were single-group pre-test/post-test designs (n=7). One was a post-test only two-group comparison and two were two-group quasi-experimental studies. Included studies were conducted in Taiwan, Japan, Hong Kong, Australia, United Kingdom and United States. The total number of registered nurses in the included studies was 453. The educational interventions were conducted in universities (n=6) and healthcare facilities (n=4). Most included studies were published (n=9), with one unpublished study. The evidence on educational interventions, while not strong, is indicative of the types of interventions which are likely to be effective. Online or face-to-face interventions using interactive teaching strategies, such as activities, role-play and discussions, and which are underpinned by an appropriate behavioral or education theory, are likely to increase research literacy. More rigorous experimental studies of educational interventions for nurses' research literacy are warranted, in order to demonstrate the effectiveness of different course and program designs. Future studies should consider longer periods of follow-up to test the longevity of the effect, as education needs to have lasting effects to be beneficial to the recipients.

Social Justice in Nursing Education: Leap into Action

Objective: Nursing students must be educated on their role in creating a social justice agenda in healthcare; therefore, academia must establish effective methods to teach these essential concepts. The purpose of this study is to explore the impact of an integrated approach to learning social justice. This research provides evidence of the potential efficacy and utility of interactive teaching strategies in the affective domain of nursing students. Methods: The intervention, select affective pedagogical strategies, was designed to integrate content into each semester of the undergraduate nursing curriculum, each were interactive in nature and enhanced the affective learning for the student. The approach aimed at integration of these strategies in a way that decreased further burden for faculty, yet created an environment that enhances the understanding of social justice. Using a pre/posttest design, this study administered the Social Justice Attitudes Scale (SJS), a 24-item questionnaire which is categorized into four sub-scales. A sample of 86 undergraduate nursing students completed the pre-test in the first semester of their nursing program and the post-test in the final semester of their nursing program. Results: The Paired Wilcoxon Rank Sum test was conducted to determine the difference between the pre-test median and the post-test median for each of the four subscales of the SJS; significance set at an alpha of 0.05, all four statistical analyses resulted in a p=<0.001. Conclusion: Reviewing pedagogy in nursing curriculum is an arduous task, but is necessary in order to understand instances in which courses may be lacking in socializing nursing students to the importance of professional nursing values, such as social justice. Integrating affective pedagogical strategies across the continuum of a baccalaureate nursing program has the potential to improve knowledge and intention to act regarding social justice.

What all students in healthcare training programs should learn to increase health equity: perspectives on postcolonialism and the health of Aboriginal Peoples in Canada.

BackgroundThe ongoing role of colonialism in producing health inequities is well-known. Postcolonialism is a theoretical approach that enables healthcare providers to better understand and address health inequities in society. While the importance of postcolonialism and health (PCH) in the education of clinicians has been recognized, the literature lacks guidance on how to incorporate PCH into healthcare training programs. This study explores the perspectives of key informants regarding content related to PCH that should be included in Canadian healthcare training programs, and how this content should be delivered.MethodsThis qualitative study involved in-depth, semi-structured interviews with nineteen individuals with insight into PCH in Canada. Data were analyzed collaboratively to identify, code and translate key emergent themes according to the six phases of the DEPICT method.ResultsThree themes emerged related to incorporating PCH into Canadian healthcare training programs: (1) content related to PCH that should be taught; (2) how this content should be delivered, including teaching strategies, who should teach this content and when content should be taught, and; (3) why this content should be taught. For the Canadian context, participants advised that PCH content should include a foundational history of colonization of Aboriginal Peoples in Canada, how structures rooted in colonialism continue to produce health inequities, and how Canadian clinicians’ own experiences of privilege and oppression affect their practice. Participants also advised that this content should be integrated longitudinally through a variety of interactive teaching strategies and developed in collaboration with Aboriginal partners to address health inequities.ConclusionsThese findings reinforce that clinicians and educators must understand health and healthcare as situated in social, political and historical contexts rooted in colonialism. Postcolonialism enables learners to understand and respond to how colonialism creates and sustains health inequities. This empirical study provides educators with guidance regarding PCH content and delivery strategies for healthcare training programs. More broadly, this study joins the chorus of voices calling for critical reflection on the limits and harms of an exclusively Western worldview, and the need for action to name and correct past wrongs in the spirit of reconciliation and justice for all.

Friend Flips: A Story Activity about Relationships

Adolescents are influenced by the type, length and quality of the connections shared with different people throughout their lifespan. Relationships with peers, friends, and adults help to shape knowledge, attitudes, and beliefs related to health. Recognizing healthy or unhealthy characteristics allow youth to strengthen relationships and interactions with others. In this interactive teaching strategy, students identify and rank characteristics of friend and romantic relationships. Students are challenged to generate authentic stories about relationships incorporating these traits. National Health Education Standards and National Sexuality Education Standards provide the base of the teaching strategy.

Understanding Adult Learners as a Core Principle of Effective ESL-Educators

The article deals with a comparative analysis and practical application of Russian and foreign experience connected with some important aspects of teaching English to adult learners who are more problem centered than subject centered in learning. It is shown that the learning process will be successful in case it is based on such andragogical principles as the identification of adults’ individual difficulties and educational experience; content of teaching meeting their objectives and needs; use of interactive methods of teaching; integration of individual and group forms of learning activities and establishment of connection between adults’ life and work experience in the process of learning when a ESL instructor is not only an expert but a facilitator. In addition, barriers and motivation, interactive teaching strategies and technologies of practice-oriented approach have been studied in the article.

A game-based strategy for the staff development of home health care nurses.

This article describes gaming, an interactive teaching strategy that promotes active learning. An evaluation study conducted with home health care nurses tested the use of a game as a teaching tool. The study evaluated learning outcomes and learners' level of engagement and satisfaction with an educational game as a teaching method.

Estrategia didáctica participativa e interactiva: Recurso para aprehender la trama real

The key objective was to reveal what the experience from starring in an interactive and participatory teaching strategy, implemented in the second stage of basic school, represented, for a sample of education students in the pedagogical university Libertador, Venezuela Maracay. Field research was conducted with an interpretive paradigm and qualitative, naturalistic and hermeneutic design. To analyze information and generate grounded theory a constant comparison method was used, with the assistance of the information processing qualitative program Atlas / ti version 5.0. Processes of theoretical sampling, saturation and triangulation took place during the credibility of the findings. It was found that for the future teacher, soaking in the participatory and interactive teaching strategy means a meeting of multidimensional life with the richness of elements that make reality, generating, in the self-organizing complex systems and the edge of chaos, construction of individual knowledge and collective meanings; additionally it represents a neural-didactic experience to propitiate the activation of mirror neurones composed system, some initial empathy conform with school. It is concluded that the experience marked enables future teachers to grasp the framework in which they are immersed, to be able to perceive the school and recognize reality, enhancing the possibilities to complicate their vision and reinforce desirable traits in their personality and in their academic profile. It is recommended to consider implementing this type of teaching strategy to promote the complexity of educational action.

Diabetes Distress among Patients with Type II Diabetes in Alexandria

Diabetes mellitus is being increasingly recognized as a serious global health problem and is frequently associated with co-morbid distress contributing double burden for the individual and the society. Objective: Assess diabetes distress among patients with type II diabetes in Alexandria. Setting: The study was carried out at four health care settings rendering services in Alexandria namely: El Ramad Hospital Outpatient Diabetic Clinic, Bacus Family Health Center, Outpatient Diabetic Clinic in the Main University Hospital and Smouha Outpatient Diabetic Clinic. Subjects: Using the equal allocation method a random sample of 90 diabetic patients selected from each of the previously mentioned settings in Alexandria. The total sample size was 360 diabetic patients. Tools: Three tools were used for data collection: Patients’ socio-demographic and clinical data structured interview schedule; The Diabetic Distress Scale-17 (DDS-17) and Summary of the Diabetes Self Care Activities Scale (SDSCA). Results: Findings of the present study revealed that less than half (45.6%) of the patients had high diabetes distress level. Nine variables were found to be predictors of high diabetes distress namely gender, age, residence place, level of education, work status, income sufficiency, disease duration, presence of complications and satisfaction with health services. Conclusion: Diabetes distress is a serious problem among diabetic patients with multiple related risk factors. Recommendations: Routine screening of diabetic patients for depression and diabetes-related distress, empower patients through interactive teaching strategies and involve them in the management of their diabetes.

Improving Interactive Teaching Strategies: Action Research with a Life Skills Teacher in Oman

Considering Oman’s engagement in educational reforms that are aimed at improving the educational system to fit the needs and challenges of globalization and the current emphasis on the application of Interactive Teaching Methods (ITMs), this study sought to explore the experiences of Living Skills teachers in engaging in AR to improve Interactive Teaching Strategies (ITSs). It explores the experience of an Omani Life Skills teacher’s involvement in the participatory process of guided Action Research (AR) to improve her Interactive Teaching Strategies (ITSs). Focus is on how this involvement helped her improve her teaching as well as her views and understandings of Interactive Teaching Methods (ITMs). The findings indicate that the teacher was able to accomplish a good transformation of her understanding in some of Interactive Teaching principles and better application in her teaching while highlighting the barriers to the implementation of AR, such as lack of support, poor resources, and time constraints. These findings are hoped to contribute to efforts for developing better and focused teacher training methods for IT and AR support and implementation in Oman.&#x0D; &#x0D; Abstrak&#x0D; &#x0D; &#x0D; Memandangkan keterlibatan Oman dalam reformasi pendidikan yang bertujuan untuk menambahbaik sistem pendidikan supaya memenuhi keperluan dan cabaran globalisasi dan penekanan semasa terhadap aplikasi Kaedah Pengajaran Interaktif (ITM), maka kajian ini berusaha untuk meneroka pengalaman guru-guru Kemahiran Hidup mengaplikasi Kajian Tindakan (AR) untuk menambahbaik Strategi Pengajaran Interaktif (ITS). Kajian ini meneroka pengalaman seorang guru Kemahiran Hidup yang terlibat dalam proses penyertaan Kajian Tindakan berpandu bagi menambahbaik ITSnya. Fokus kajian tertumpu kepada bagaimana penglibatan ini membantu memperbaiki pengajarannya di samping pandangannya dan pemahamannya tentang ITM. Hasil kajian menunjukkan bahawa guru tersebut berjaya membuat transformasi dalam pemahamannya tentang beberapa prinsip Pengajaran Interaktif dan juga boleh mengaplikasinya dengan lebih baik. Sementara itu kajian dapat juga menjelaskan halangan-halangan dalam melaksanakan AR, seperti kekurangan sokongan, sumber, dan masa. Adalah diharapkan bahawa dapatan ini dapat menyumbang kepada usaha membangun kaedah melatih guru yang lebih baik dan lebih fokus untuk sokongan dan pelaksanaan IT dan AR di Oman.&#x0D;