Teaching Modalities Research Articles

Environmental Education in High Schools: an analysis of pedagogical policy projects of eight public schools in Juazeiro-BA

The research aimed to assess how Environmental Education (EE) has been addressed in Pedagogical Political Projects (PPPs) of 8 state schools in municipality of Juazeiro-BA, in accordance with Bahia State EE Policy (SEEP/BA) and Bahia Referential Curriculum Document (BRCD). The need to include EE in school PPPs is implicit in the BRCD, when it reiterates the need to promote respect for socio-environmental sustainability. CEE Resolution No. 11, of January 17, 2017, which provides for Environmental Education in the State Education System of Bahia, determines that EE must be present in an articulated manner at all levels, stages and modalities of teaching and included in the School Regulations, PPP, Course Plan (CP), Course Pedagogical Project (CPP) and Institutional Development Plan (IDP). PPPs were analyzed using Bardin's theoretical-analytical framework, identifying text parts that dealt with environmental issues and selecting those that were directly or indirectly related to EE. In composing the corpus of analysis in the analyzed PPPs, it was possible to identify essential information for the document, such as the didactic-pedagogical organization, history of the school unit, teaching and administrative staff, infrastructure, among others necessary for its preparation. It was concluded there is little environmental issues internalization at PPPs, showing the superficiality which subject is exposed in documents, as well as the lack of proposals and actions in EE based on current secondary education configuration. About mycology, no references were found at PPPs, demonstrating a gap that does not adequately include this living beings group.

Impromptu yet effective conduct of Jigsaw to teach a topic in biochemistry for first MBBS students

Jigsaw technique as a teaching modalities is an important and fascinating mode of teaching students a particular topic in an effective and interesting manner. Though the effectiveness of Jigsaw implementation is documented by many researchers, not only for medical science subjects but also for various topics in chemistry, engineering and nursing courses, it’s application and feasibility is often being questioned. Many researchers find the implementation of Jigsaw a daunting task, which requires a lot of time, planning and number of resource person. This article emphasises upon feasibility of Jigsaw implementation and its effectiveness in spite of all odds like limitation of resource faculty, time, space etc.In this study Jigsaw planning was done impromptu for revision of the topic “Enzyme” for students of biochemistry in first MBBS. 49 out of total 62 students of batch A reported for tutorial session. They were divided into 6 experts groups[EG1-EG6]. Each EG was given one sub topic out of above. They were instructed to discuss it among their peers in EG. Later one student from each EG was mobilised to create home group[HG].Total 8 HG were thus created and the students were asked to discuss their subtopic in HG in sequential manner; which means first of all student from EG-1 discusses the sub topic to rest of the members of his/her own HG, next the student from EG 2 explains the sub topic to rest of the members of his/her own HG. This fashion all the sub topics were sequentially discussed in all the HG parallelly and the whole topic of enzyme was discussed in each HG in peer assisted learning fashion. Students were later asked to write reflection on this activity.Same activity was repeated for batch B students.During analysis of reflection it was found that this exercise was appreciated by majority of students, and they perceived this activity as an interesting and effective modality of teaching learning. They even wanted repetition of Jigsaw activity in future for various other topics.It is concluded that in-spite of limitation of time and limited faculty backup, Jigsaw can be effectively implemented for benefit of students in a short notice.

Teaching, assessment and best practice in undergraduate psychiatry education in the UK: cross-sectional survey.

We conducted a cross-sectional survey to examine how undergraduate psychiatry is taught and assessed across medical schools in the UK that have at least one cohort of graduated students. In total, 27 medical schools completed the survey. Curriculum coverage of common mental disorders, assessment skills and mental health law was broadly consistent, although exposure to psychiatric subspecialties varied. Significant variation existed regarding the duration of psychiatry placements and availability of enrichment activities. Small-group teaching, lectures and e-learning were the most frequent teaching modalities and various professionals and lived experience educators (patient and/or carers) contributed to teaching. Objective structured clinical examinations and multiple-choice questions dominated assessments. Medical schools should consider increasing students' exposure to different psychiatric subspecialties and integrating physical and mental health training to address comorbidity and promote holistic care. Future research should explore whether specific undergraduate experiences promote greater career interest and skills in psychiatry.

PROFESSIONAL DEVELOPMENT: INCLUSIVE PRACTICES IN THE TRAINING OF EDUCATORS FOR SPECIAL EDUCATION

The study highlights Special Education as a comprehensive teaching modality, which encompasses all levels, stages and educational modalities. It focuses on Specialized Educational Assistance (AEE), providing resources, services and guidance to improve the teaching and learning process in regular classrooms. According to educational policy, Special Education must be implemented in all teaching contexts, aiming to serve students with disabilities, pervasive developmental disorders (TGD) or high abilities/giftedness.The current approach emphasizes the coexistence and collaboration between Special Education and regular education, moving away from the previous substitutive vision. In this sense, the responsibility for the education of students with disabilities, TGD or high abilities/giftedness is shared between the regular class teacher, responsible for the curriculum, and the teacher specializing in AEE, responsible for creating conditions that meet the specific needs of these students. This approach seeks to overcome barriers to promote inclusive education, ensuring not only access and retention, but also the effective learning of these students, integrating them in a meaningful way in common classrooms. From this new perspective, Special Education is no longer seen as a substitute alternative to regular education, taking on a complementary or supplementary role. This implies a change in the understanding of the role of the specialist teacher, who now works together with the regular class teacher to ensure inclusive and effective education.

Collaborative learning and the social construction of knowledge associated with Bloom

The idea that knowledge should be built through interaction between people is not current, since the 18th century, educators already used the philosophy of meaningful learning, seeking to develop autonomy in students to enhance their learning and consequently the development of their profession. In recent decades, the collaborative learning proposal has been gaining supporters at all levels and modalities of teaching and learning, due to the fact that learning collaboratively makes learning more efficient and meaningful. With the use of technological resources, the collaborative learning proposal is reinforced, as this association can enable dynamic learning with different results for specific contexts. The means of attending to and obtaining the learning process requires instruments that help in the pedagogical planning, in the definition of objectives, in the choice of resources, among them, the technological ones and in the evaluation instruments. The adoption of the paths described and suggested by this methodology is one of those instruments that aims to support these choices, with a view to making collaborative learning efficient and successful, establishing a relationship between cognitive development and learning objectives. Thus, in this work, the importance of collaborative learning for learning focused on student autonomy will be highlighted. In addition to imposing the possible adoption of the Blended Learning modality to reinforce the connection and exchange of information in collaborative learning and Bloom.

Comparing Learning Outcomes and Student and Instructor Perceptions of a Simultaneous Online versus In-Person Biochemistry Laboratory Course.

This article compares the learning outcomes and student perceptions of a one semester undergraduate biochemistry laboratory course that was taught using either a fully online or a fully in-person teaching modality. The semester long biochemistry laboratory mimicked the work sequence a researcher would encounter when transforming a plasmid containing a gene for a recombinant protein (superfolder green fluorescent protein, sf-GFP) and then purifying, identifying, and characterizing that protein. The two modalities of the course were completed in the same semester, by the same instructor, in which students self-selected into which modality they preferred at the beginning of the semester. Students in the in-person section reported enjoying the laboratory course more than the online cohort of students and found it to be less time-consuming. Additionally, a survey of biochemistry laboratory instructors from across the United States, who had experience teaching both online and in-person biochemistry laboratories, indicated that the majority of instructors that responded to the survey preferred the in-person modality: believing them to be more effective and engaging for the students, more enjoyable, and less time-consuming for the instructor. Statistical analysis of formative and summative assessments indicated no significant difference in non-hands-on student learning objective and learning goal scores between the two groups, but the small number of students and instructors in this study limits the generalizability of these results.

The Impact of Synchronous Zoom Learning on Course Comprehension and Psychological Well-Being in the College Classroom

The present study aimed to investigate the optimal learning environment for synchronous Zoom learning courses in terms of course comprehension and psychological well-being. Several courses in the Psychology and Counselling Department (N=473) agreed to participate in the study, and were assigned to one of the three Zoom conditions: 1. Camera use (cameras mandatory, cameras encouraged, or no restrictions) 2. Breakout rooms (breakout rooms used during class or not); and 3. Background (a calm, relaxing virtual background or no background). At the end of the semester, students filled out a brief survey about their course comprehension and psychological well-being in the classroom. The results found that students who had cameras mandatory or encouraged during class and students who had a calm, relaxing background had significantly higher levels of mindfulness and course comprehension. In addition, results found that courses that did not utilize breakout rooms had significantly higher levels of course comprehension and mindfulness as compared to the control group. The results from this study provide practical solutions for creating a positive learning experience in synchronous online classrooms. Understanding the importance of which Zoom conditions create the best learning environment can allow institutions and instructors alike to employ effective teaching strategies to help students continue to be successful in higher education, regardless of which teaching modality is employed.

Integrating diversity, equity, and inclusion in nursing simulation and clinical

BackgroundOver the past few years, nursing schools have been challenged to demonstrate their commitment to promoting diversity, equity, and inclusion (DEI) to meet the diverse needs of various demographics across the United States. Consequently, most nursing educators have had to update their teaching modalities to align with this commitment. However, educators need support in initiating and implementing these changes, primarily occurring in simulation and clinical areas. InnovationThis paper aims to showcase how nursing educators can effectively integrate DEI principles into their teaching practices within simulation and clinical settings. It also provides practical strategies for infusing DEI into students' learning experiences. ImplicationsThe integration of DEI principles into nursing education is crucial for fostering culturally competent care, enhancing healthcare quality, and promoting health equity. ConclusionThe paper has outlined guidelines for nursing educators to embed DEI principles into simulations and clinical training, providing valuable strategies for advancing DEI initiatives within nursing education.

INCLUSIVE EDUCATION DURING REMOTE LEARNING

Remote teaching gained strength because of the Covid-19 pandemic and the experience of its use expanded from the training and monitoring of teachers and students regarding the use of virtual tools, culminating in the need to readapt teaching strategies. The objective of this research was to present a literature review on inclusive education in distance learning, highlighting the main methodologies used and the main difficulties encountered when carrying out inclusive education in distance learning. The search was carried out in the Google Scholar, Redalyc and Scielo databases, using the terms "remote teaching", "special education", "inclusive education" and "distance education" as descriptors. Adopting a Boolean “AND” to search for articles. Considering the period from January 2017 to 2023, in total, 15 articles were used. To analyze the selected articles, the content analysis model was used using the clipping method. Inclusive education is a global movement supported by the principles of human rights and citizenship. The movement on inclusive education gained strength in the early 1990s, based on principles of equal rights postulated in the Jomtien Declaration (1990) and the Salamanca Declaration (1994). The target audience for special education students participate in this teaching modality, that is, those with disabilities (visual, hearing, physical and intellectual), with global developmental disorders and with high abilities or giftedness. Digital technologies have proven to be an important tool for inclusive education, the use of screen readers is a clear example of this, as are activities linked to digital games. At the other extreme, the main difficulties come down to the lack of preparation of students and teachers, as well as poor infrastructure to work in inclusive education in distance learning.

The Effectiveness of Different Teaching Modalities for the Detection of Heart Murmurs in Undergraduate Medical Education: A Review.

One of the many physical exam skills introduced to medical students during their pre-clerkship education is cardiac auscultation, one purpose of which is to teach the detection and identification of heart murmurs. Cardiac auscultation with a stethoscope has been the standard method of teaching. Another method, point-of-care ultrasound (POCUS), has been recently introducedas another modality by which students learn to detect and identify murmurs. The emerging popularity of POCUS in undergraduate medical curricula has led many institutions to include it in their curricula; however, doing so is challenging. Not only is cost a major factor, but reorganizing curricula to allow sufficient time for POCUS training has proven to be difficult. Additionally, the presence of notable gaps in the literature regarding the efficacy of POCUS for teaching the detection and identification of heart murmur has increased scrutiny of its value. Studies that assessed teaching cardiac auscultation to medical students in their pre-clinical years via stethoscope have used different teaching methods. However, evaluation of these studies identified numerous limitations, one beinglittle long-term retention of cardiac auscultation knowledge. Furthermore, several barriers to integration of POCUS in undergraduate medical education were identified. The purpose of this review is to synthesize the literature comparing the effectiveness of these different tools of a cardiac exam for detection of heart murmurs in undergraduate medical education and identify gaps in literature requiring future exploration.

Atendimento pedagógico domiciliar

This article is justified if, through the need for meaning, the functioning of home pedagogical assistance, considering its functioning, organization, teacher training and impact on family dynamics. The article aims to address the connected aspects such as demands that the APD (home pedagogical assistance) has before students, teachers and its importance in an inclusive perspective, placing historical and legislative aspects of a teaching modality that is often unknown by many educators. Home care is a teaching modality that is responsible for maintaining the educational process of the student who, due to health reasons, are unable to attend school regularly. This bibliographic, documentary and practical research based on the methodologies used with a student in the year 2019. Articles and books that address the functioning of this service dynamics and historical and legislative aspects on the topic are used.

Qualitative Case Study of a Virtual Education Program: Challenges and Future Directions

<p style="text-align: justify;">Existing studies have explored the repercussions of school closures. The researchers were interested in exploring the virtual health and physical education program (VHPEP) by identifying existing practices, drawing a more profound understanding of teachers’ experiences, identifying parents’ roles played in support of their children and teachers, and finally recommending inputs for a better VHPEP. Using a criterion-based selection, twenty participants, encompassing ten teachers and ten parents, were recruited for this study. The study employed a qualitative case study design. The results found that implementing VHPEP involved various issues and challenges in class management, including limited student interaction, difficulty sustaining interest, ineffective assessment methods, and instances of student cheating. These challenges prompted teachers to shift their pedagogical practices, focusing on making adjustments and developing new strategies to ensure student participation. Additionally, the study found that teachers experienced anxieties and realized the importance of self-reflection, including the importance of implementing measures to mitigate anxieties, gaining new perspectives on teaching, and grappling with the unique difficulties and opportunities of the virtual teaching modality. This study also shed light on the diverse roles that parents played in supporting their children and collaborating with teachers. Lastly, the study identified crucial aspects for improving VHPEP. While this study gives much attention to valuable insights provided by teachers and parents as collaborative partners for a quality VHPEP, caution should be exercised because the research is based on specific contexts and individual experiences.</p>

Qualitative Case Study of a Virtual Education Program: Challenges and Future Directions

<p style="text-align: justify;">Existing studies have explored the repercussions of school closures. The researchers were interested in exploring the virtual health and physical education program (VHPEP) by identifying existing practices, drawing a more profound understanding of teachers’ experiences, identifying parents’ roles played in support of their children and teachers, and finally recommending inputs for a better VHPEP. Using a criterion-based selection, twenty participants, encompassing ten teachers and ten parents, were recruited for this study. The study employed a qualitative case study design. The results found that implementing VHPEP involved various issues and challenges in class management, including limited student interaction, difficulty sustaining interest, ineffective assessment methods, and instances of student cheating. These challenges prompted teachers to shift their pedagogical practices, focusing on making adjustments and developing new strategies to ensure student participation. Additionally, the study found that teachers experienced anxieties and realized the importance of self-reflection, including the importance of implementing measures to mitigate anxieties, gaining new perspectives on teaching, and grappling with the unique difficulties and opportunities of the virtual teaching modality. This study also shed light on the diverse roles that parents played in supporting their children and collaborating with teachers. Lastly, the study identified crucial aspects for improving VHPEP. While this study gives much attention to valuable insights provided by teachers and parents as collaborative partners for a quality VHPEP, caution should be exercised because the research is based on specific contexts and individual experiences.</p>

Attitudes of medical students to electroconvulsive therapy

PurposeThis study aims to explore medical students’ attitudes to electroconvulsive therapy (ECT). The authors sought to determine correlates of baseline attitudes to ECT and whether specific forms of ECT teaching improved attitudes to ECT during students’ psychiatry placement.Design/methodology/approachAt the beginning of their placement, fourth-year medical students completed a questionnaire capturing background information and baseline attitudes. A second questionnaire, in the second half of the placement, recorded educational and clinical experience gained on ECT during placement, in addition to attitudes at this timepoint. The authors measured attitude using a five-point Likert scale and defined a positive shift in attitude as an improvement of ≥ 1 point between the two time points.FindingsAt Timepoint 1, 66% reported a positive attitude to ECT. This was associated with having attended a lecture and with having read a professional article on ECT at some time before the psychiatry placement. Attitudes significantly improved during the placement (66% vs 95% positive). Students who attended a lecture on ECT were more likely to have a positive shift in attitude, as were students who experienced three or more teaching modalities.Practical implicationsPersonal, social and medical problems arise from treatment-resistant psychiatric disorders. ECT is a safe and effective treatment for such disorders.Originality/valueIt is hoped that this study will contribute to the development of medical education, so that lectures on ECT, and three or more teaching modalities, are incorporated into the undergraduate medical curriculum.

An interprofessional healthcare education simulation applying TeamSTEPPS® concepts as an escape room design

This article discusses the design and implementation of an interactive interprofessional education experience utilizing an escape room simulation focused on the concepts and strategies of TeamSTEPPS®. This escape room simulation provides an innovative experiential approach to integrate and reinforce teamwork and communication in learners with varying experience levels from different health professions. Learning objectives for this activity include: 1.) Identify an interactive teaching modality of incorporating TeamSTEPPS® strategies into an interprofessional education experience, 2.) Discuss how to incorporate two TeamSTEPPS® strategies into an escape room puzzle, 3.) Summarize one method to incorporate TeamSTEPPS® strategies into an interactive simulation experience. Participant responses strongly supported instituting escape rooms into their practices. This escape room was structured to function as a cost-effective method of a differentiated instruction scenario to ensure a broader impact of the content.

A comparison of in-person vs. asynchronous learning with self-care patient cases

Background and purposeTo evaluate the effectiveness of a live laboratory setting compared to an asynchronous session in a crossover teaching design on knowledge and confidence in self-care review topics. Educational activity and settingPharmacy students (n = 88) participated in a crossover designed laboratory session where they either attended a live, active-learning laboratory session on self-care review topics, followed by a virtual, asynchronous self-care simulation or vice versa. Sessions were held one week apart. Pre- and post-assessments were administered that contained knowledge and confidence questions as well as student perceptions on the teaching modalities. FindingsOf the 88 students who participated in the study, 67 (76.1%) were included in the study findings. Post-assessment knowledge and confidence significantly increased after both the live, active-learning session and the asynchronous simulation. The majority of students (85%) indicated that they preferred the in-person activity. SummaryStudents preferred the live, active-learning laboratory for reviewing self-care concepts. However, knowledge and confidence improved using either teaching modality, therefore, in institutions where resources are limited, the virtual, asynchronous activity may be useful especially if facilitators and/or budget are limited.

A REALIDADE DO ENSINO BÁSICO PÓS PANDEMIA DA COVID

A problem that hit the world, including Brazil, was the COVID 19 pandemic. In view of this, classes in public schools in Pelotas in the education network moved from face-to-face teaching to remote teaching. This transposition in the teaching modality guided some concerns, such as investigating whether the teachers felt prepared to carry out this transposition from the face-to-face and how is teaching going after these two years of the pandemic. Thus, a qualitative research was carried out, with reports from public school educators in Pelotas. Conducting face-to-face interviews and via video calls. The result of the research is found in the course of the study

Academic Performance of Local City College Senior High School Students During the Face-To-Face and Bichronous Teaching Modalities

This study endeavors to discern meaningful associations between the academic achievements of senior high school students within local city colleges across two distinct teaching modalities. Specifically, it aims to explore potential relationships and disparities in academic performance between the conventional face-to-face teaching approach during the initial semester of the 2019-2020 academic year and the bichronous teaching modality adopted in the corresponding semester of the 2020-2021 academic year. Furthermore, the investigation seeks to ascertain whether noteworthy differences emerge in academic performance when comparing the two teaching modalities. The research employs a quantitative research design, embracing a sample of 115 participants comprising 62 male and 53 female students. The resultant findings present a comprehensive picture of the observed relationships and disparities. The discerned outcomes are as follows: Remarkably, despite the abrupt transition prompted by the pandemic-induced changes, a significant relationship persists in the academic performance of students. This finding underscores the adaptability and resilience demonstrated by students in navigating teaching modality shifts. Moreover, the study reveals a significant variance across sexes for both teaching modalities examined, reflecting nuanced dynamics inherent to gender-related academic performance. In summation, this investigation signifies the commendable performance of most of the Local City College Senior High School students in both face-to-face and bichronous teaching modalities. This study contributes to the evolving understanding of the interplay between pedagogical approaches and academic achievements, thereby informing educational strategies and responses to dynamic instructional contexts.

Impact of a Digital Tool to Improve Metacognitive Strategies for Self-Regulation During Text Reading in Online Teacher Education

Aim/Purpose: The aim of the study is to test whether the perception of self-regulated learning during text reading in online teacher education is improved by using a digital tool for the use of metacognitive strategies for planning, monitoring, and self-assessment. Background: The use of self-regulated learning is important in reading skills, and for students to develop self-regulated learning, their teachers must master it. Therefore, teaching strategies for self-regulated learning in teacher education is essential. Methodology: The sample size was 252 participants with the tool used by 42% or the participants. A quasi-experimental design was used in a pre-post study. ARATEX-R, a text-based scale, was used to evaluate self-regulated learning. The 5-point Likert scale includes the evaluation of five dimensions: planning strategies, cognition management, motivation management, comprehension assessment and context management. A Generalized Linear Model was used to analyse the results. Contribution: Using the tool to self-regulate learning has led to an improvement during text reading, especially in the dimensions of motivation management, planning management and comprehension assessment, key dimensions for text comprehension and learning. Findings: Participants who use the app perceive greater improvement, especially in the dimensions of motivation management (22,3%), planning management (19.9%) and comprehension assessment (24,6%), which are fundamental dimensions for self-regulation in text reading. Recommendations for Practitioners: This tool should be included in teacher training to enable reflection during the reading of texts, because it helps to improve three key types of strategies in self-regulation: (1) planning through planning management, (2) monitoring through motivation management and comprehension assessment, and (3) self-assessment through comprehension assessment. Recommendation for Researchers: The success of the tool suggests further study for its application in other use cases: other student profiles in higher education, other teaching modalities, and other educational stages. These studies will help to identify adaptations that will extend the tool’s use in education. Impact on Society: The use of Metadig facilitates reflection during the reading of texts in order to improve comprehension and thus self-regulate the learning of content. This reflection is crucial for students’ knowledge construction. Future Research: Future research will focus on enhancing the digital tool by adding features to support the development of cognition and context management. It will also focus on how on adapting the tool to help other types of learners.

Post-Pandemic Analysis on the Factors Affecting Academic Performance of Tourism and Hospitality Management Students During COVID-19 Pandemic: Basis of an Enhanced Learning Continuity Plan

World Health Organization (WHO) Director-General and Committee members declared in 2023 that COVID-19 will no longer constitute a public health emergency (PHEIC). During the pandemic surge in global business, the educational system worldwide, including hospitality education, has been greatly affected by the pandemic crisis. The influence of COVID-19 causes worldwide school closures that have far-reaching implications for students’ short- and long-term growth because of the disruption of teacher and student networks, leading to poor performance. Thus, the study aims to analyze the factors that affect the academic performance of Tourism and Hospitality Management students of Far Eastern University Manila, Philippines, enrolled in the academic year 2020-2021 during the COVID-19 surge. The study used a descriptive survey design using a self-administered survey instrument with 342 respondents. The findings of the study showed that different factors in technology and learning management system (LMS), student’s environment, study area, delivery of academic subjects offered by the teachers, and the assessment used by the school during the distance learning have impacted the academic performance of students as evidence in the decline of Quality Point Average (QPA) on both programs from the Institute of Tourism and Hospitality Management despite that distance learning is designed to be convenient and easy. The factors influencing academic performance, such as technology and study environment, primarily play a significant and considerable role in how students learn and cope with the distant learning mode. The result of the study will serve as a guide in enhancing the University’s continuity plan for flexible learning options, given the factors that need reinforcement to the scholarly performance of the students. The study can be a benchmarking tool among Higher Education Institutions (HEIs) in the Philippines as a basis to further strengthen their learning strategies relative to flexible teaching and learning modalities, refining the scholarly learning assessment tools as well as sustaining the schools’ continuity framework and achieving the academic goals and aspiration for the success of students and graduates of the HEIs whether in the new normal or the future global crisis.