Modular Course Research Articles

Grounded in reality: artificial intelligence in medical education.

In a recent survey, medical students expressed eagerness to acquire competencies in the use of artificial intelligence (AI) in medicine. It is time that undergraduate medical education takes the lead in helping students develop these competencies. We propose a solution that integrates competency-driven AI instruction in medical school curriculum. We applied constructivist and backwards design principles to design online learning assignments simulating the real-world work done in the healthcare industry. Our innovative approach assumed no technical background for students, yet addressed the need for training clinicians to be ready to practice in the new digital patient care environment. This modular 4-week AI course was implemented in 2019, integrating AI with evidence-based medicine, pathology, pharmacology, tele-monitoring, quality improvement, value-based care, and patient safety. This educational innovation was tested in 2 cohorts of fourth year medical students who demonstrated an improvement in knowledge with an average quiz score of 97% and in skills with an average application assignment score of 89%. Weekly reflections revealed how students learned to transition from theory to practice of AI and how these concepts might apply to their upcoming residency training programs and future medical practice. We present an innovative product that achieves the objective of competency-based education of students regarding the role of AI in medicine. This course can be integrated in the preclinical years with a focus on foundational knowledge, vocabulary, and concepts, and in clinical years with a focus on application of core knowledge to real-world scenarios.

Modularization for mastery learning in CS1: a 4-year action research study.

Computer programming is a skill of increasing importance in scientific and technological fields. However, in introductory computer science (CS1) courses in higher education, approximately one in every three students fails. A common reason is that students are overwhelmed by an accelerated and inflexible pace of learning that jeopardizes success. Accordingly, in the computer science education literature it has been suggested that the pedagogical philosophy of 'mastery learning,' which supports students progressing at their own pace, can improve academic outcomes of CS1 courses. Nevertheless, few extended mastery learning implementations in CS1 have been documented in the literature, and there is a lack of guidance and best practices to foster its adoption. In this paper, we present a four-year action research study in which a modular mastery-based CS1 course was designed, evaluated and improved in successive iterations with cohorts of engineering freshmen in a Latin American research university (N = 959). In the first year of the intervention, only 19.3% of students passed the course in their first semester attempting it. In successive iterations, the instructional design, teaching and learning activities, course content, and course management were iteratively improved such that by the fourth year of offering 77.1% of students passed the course in their first semester. Over this period, course attrition was reduced from 25.0% to 3.8% of the cohort, and students' mean time spent in the course decreased from 23.2weeks (SD = 7.38) to 14.9 (SD = 3.64). Results indicate that modularization for mastery learning is a viable approach for improving academic results in a CS1 course. Practical considerations towards successful implementation of this approach are presented and discussed.

Wind farm acoustics course for engineering students

The Accreditation Board for Engineering and Technology (ABET) has two learning outcomes for all engineering students that relate to “public health, safety, and welfare” and the need to consider “the impact of engineering solutions in global, economic, environmental, and societal contexts.” We describe the development of a one-credit hybrid course on wind energy acoustics that meets these learning outcomes. This course was one of five one-credit modular courses on different aspects of wind energy developed via a SUNY-funded initiative. Topics included human and environmental impacts of wind farm noise, sound perception, noise regulations, wind farm noise generation and propagation, and noise control. Students gained the acoustics background needed to understand the necessary technological aspects of wind farm noise. They used simple models to predict community noise levels and assess noise control strategies and then completed a case study project in which they proposed and debated strategies for reducing the negative impacts of a controversial wind farm. Upon completion of the course, the students expressed that they had not previously considered the possible impacts of wind farm noise. They seemed to have grown in their ability to think holistically about the potential societal and environmental impacts of wind farm noise.

Key Learnings and Perspectives of a Newly Implemented Sex-and Gender-based Medicine Modular Course Integrated Into the First-year Medical School Curriculum: a Mixed-method Survey

Key Learnings and Perspectives of a Newly Implemented Sex-and Gender-based Medicine Modular Course Integrated Into the First-year Medical School Curriculum: a Mixed-method Survey

Computational Thinking Training and Deep Learning Evaluation Model Construction Based on Scratch Modular Programming Course.

To improve the algorithmic dimension, critical thinking, and problem-solving ability of computational thinking (CT) in students' programming courses, first, a programming teaching model is constructed based on the scratch modular programming course. Secondly, the design process of the teaching model and the problem-solving model of visual programming are studied. Finally, a deep learning (DL) evaluation model is constructed, and the effectiveness of the designed teaching model is analyzed and evaluated. The T-test result of paired samples of CT is t = -2.08, P < 0.05. There are significant differences in the results of the two tests, and the designed teaching model can cause changes in students' CT abilities. The results reveal that the effectiveness of the teaching model based on scratch modular programming has been verified on the basis of experiments. The post-test values of the dimensions of algorithmic thinking, critical thinking, collaborative thinking, and problem-solving thinking are all higher than the pretest values, and there are individual differences. The P values are all less than 0.05, which testifies that the CT training of the designed teaching model has the algorithm dimension, critical thinking, collaborative thinking, and problem-solving ability of students' CT. The post-test values of cognitive load are all lower than the pretest values, indicating that the model has a certain positive effect on reducing cognitive load, and there is a significant difference between the pretest and post-test. In the dimension of creative thinking, the P value is 0.218, and there is no obvious difference in the dimensions of creativity and self-efficacy. It can be found from the DL evaluation that the average value of the DL knowledge and skills dimensions is greater than 3.5, and college students can reach a certain standard level in terms of knowledge and skills. The mean value of the process and method dimensions is about 3.1, and the mean value of the emotional attitudes and values is 2.77. The process and method, as well as emotional attitude and values, need to be strengthened. The DL level of college students is relatively low, and it is necessary to improve their DL level from the perspective of knowledge and skills, processes and methods, emotional attitudes and values. This research makes up for the shortcomings of traditional programming and design software to a certain extent. It has a certain reference value for researchers and teachers to carry out programming teaching practice.

Exploration on Modular Curriculum Construction of Economic and Management Majors in the Digital Age

Under the background of digital economy, digital literacy has become one of the basic qualities that economic and management talents should have. Digital thinking and digital skills should be integrated into the construction of modular courses of economic and management professional groups. Focusing on the new business philosophy of "soft business and hard technology", the comprehensive education mode of "post-course-competition-certificate" and the sustainable development of multi-specialty "collaborative symbiosis", this paper puts forward the construction system of "three-dimension and three-order" modular courses for economic and management majors. Three dimensions include management knowledge, digital skills and professional literacy. Three levels include primary general digital ability, middle professional digital ability and advanced innovative digital ability. Finally, this paper proposes the implementation path: integrating digital tools into teaching resources, building teaching team across borders, deepening the integration of industry and education, establishing a quality system.

Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

AbstractStudies over the years emphasize the need to foster critical cultural awareness among teachers in U.S. classrooms. Using a critical theoretical approach, we examined the critical cultural awareness of practicing teachers and educators' experiences with English Learners (ELs) and their preparedness to meet the needs of ELs through actionable plans from a professional development (PD) module. We argue that PD courses on critical theoretical perspectives on ELs are essential not just for EL professionals but for all educators who work with ELs in one way or the other. Sixty‐eight educators (teachers and school directors) in a midwestern community participated in the PD modular course, where they were exposed to various critical theories. The data include discussion responses and educators' critical theoretical reflections on ELs. In this article, we iterate the need to include critical theoretical EL education in teacher training preparation and professional development programs to support pre‐service teachers, in‐service teachers, and principals. The findings show that the impact of such critical awareness transforms teachers' and educators' perceptions about their respective roles in effectively educating ELs.

Design of a Completely New First Year Engineering Program at the University of Saskatchewan– Part III

Aiming at improving the first-year engineering experience by engaging, inspiring, and holistically preparing students for the challenges in the future, the College of Engineering at the University of Saskatchewan redesigned and launched a RE-ENGINEERED First Year (REFY) Program. The project has had three phases, and the first two were reported at CEEA conferences in 20181 and 20192. A small-scale pilot of the competency-based assessment (CBA), one of the key features of the REFY program, was presented at CEEA 20213. In this paper, we will report the changes made to the program structure (Phase II), present the systematic procedure followed to develop the course materials (Phase III) and reflect on the first implementation of the REFY program. This paper will also discuss the proposed changes to the program for next year’s implementation.&#x0D; The REFY program consists of 10-12 modular courses with various durations and intensities each term. To better sequence materials and to facilitate just-in-time learning, the structural design of the program was further refined over the past two years via adjusting the start/end dates and contact hours of the modular courses.&#x0D; The development of course materials was directed by the identified graduate attributes (Phase I), integrated curriculum schedule (Phase II), and the philosophy of CBA. With the lessons learned from the pilot of CBA in a single first year engineering course, we defined four types of assessments and the evaluation criteria. We also developed a course preparation procedure template and created a series of policies to support the program.&#x0D; Initiating the REFY program during the COVID pandemic was a victory, although we identified some challenges and problems in Term 1 through teaching, observations, and reflection, as well as anecdotal comments. We will share the lessons learned, our opinions on the potential causes of the challenges and problems, and propose revisions for the next iteration of program refinement.

Mastery learning program to teach sleep study scoring.

Scoring a polysomnogram is an essential skill for sleep medicine trainees to meet Accreditation Council for Graduate Medical Education Sleep Medicine Milestones. Appraisal is based on faculty evaluation rather than objective competency assessment. We developed a computer-based polysomnogram scoring curriculum, utilizing the mastery learning method, then compared achievement of competency using the new curriculum against standard institutional training. The scoring program consisted of a pretest assessment, sequential acquisition of knowledge utilizing online modules, a posttest, and competency assessment. Fellows needed to demonstrate mastery of each module before moving ahead. Competency was demonstrating ≥ 90% on interscorer reliability assessment on 5 studies (out of up to 10 attempts). Participating fellows were assigned to Mastery Learning Participants (MLP) or Traditional Learning Participants (TLP) groups and completed the program within the first 1-3 months of training. Of 87 fellows enrolled in the program, 75 participants completed the program (40 MLP and 35 TLP). Among completers, there was no difference in the proportion that achieved competency (MLP 90.0% vs TLP 97.1%; P = .36) or studies needed to achieve competency (MLP 7.25 ± 1.3 vs TLP 7.41 ± 1.3; P = .60). Pretest scores were not significantly different between groups (MLP 61.2% ± 15.9 vs TLP 57.6% ± 16.6; P = .35), but MLP posttest scores were higher than TLP (MLP 80.9% ± 8.8 vs TLP 76.4% ± 9.8; P = .04). We demonstrated similar outcomes utilizing a novel, computer-based modular interactive course compared to traditional methods of teaching polysomnogram scoring. We used a mastery learning paradigm and set specific objective competency levels for this skill. Epstein LJ, Plante DT, Rosen IM. Mastery learning program to teach sleep study scoring. J Clin Sleep Med. 2022;18(12):2745-2750.

An undergraduate genome research course using "big data".

The ability to analyze large data sets ("Big Data") is an increasingly important skill in modern science. In Biochemistry, the increased volume and velocity of data is particularly evident in the rapid expansion of biological databases. We present a modular bioinformatics course to survey the analysis of genomic data for advanced undergraduates. Research activities include genome scanning for endogenous retroviruses, annotating genomic sequences and a brief exploration of programming in R. A summative poster session was used to disseminate their work. This course is amenable to remote or online instruction. Supplemental materials provided include a schedule and outline. This article reports a session from the virtual international 2021 IUBMB/ASBMB workshop, "Teaching Science on Big Data."

An empirical study to explore modular courses for the development of intelligence retail to the elimination of differences between theory and application in Taiwan

This paper focused on modulation courses for intelligent retail services to alleviate the discrepancy between learned theory and application. Using the IPO (Bushnell, 1990) method and the ADDIE (Hodell, 2012) method serve as the theoretical basis for the analysis of questionnaires collected before and after the course with a Paired-sample t-test and Multiple Regression Analysis. How the reduction of theory-application discrepancy and guiding students to seek further professional knowledge are the aim of modulated courses. This research found that students must have the drive and thirst for knowledge to eliminate differences between theory and application. Keywords: Learning strategy, digital development course, intelligence retail, learning to use, pragmatic.

An Evaluation Study of Nurse Educators’ Learning Experience in a Digital Modular Course

The Covid-19 pandemic poses a new challenge in the adoption of ICT in education. The need for educational institutions to develop standards and implement quality assurance in digital education has suddenly gained new significance. The aim of this study is to evaluate the learning experiences of nurse educators in Slovenia acquired during a nine-week modular online course on the design, delivery and evaluation of online study units, based on a quality standard for digital education developed for this purpose. A mixed methods approach was used. The evaluation of the nurse educators’ learning experiences was examined quantitatively (cross-sectional study) and qualitatively (focus group). The Cronbach’s alpha for the entire questionnaire was 0.921, indicating that the internal consistency of the questionnaire developed for evaluation was excellent. The thematic analysis identified three main themes. At the end of the course, the nursing teachers expressed their desire for additional courses in which they could gain and deepen their knowledge of the preparation, implementation, and evaluation of the educational unit with the help of digital technology.

Development of a simple and effective online training for health workers: results from a pilot in Nigeria

BackgroundHealth workers (HWs) in Africa face challenges accessing and learning from existing online training opportunities. To address these challenges, we developed a modular, self-paced, mobile-ready and work-relevant online course covering foundational infection prevention and control (IPC) concepts. Here, we evaluate the first pilot of this course, conducted with HWs in Nigeria.MethodsWe used a learner-centered design and prototyping process to create a new approach to delivering online training for HWs. The resulting course comprised 10 self-paced modules optimized for use on mobile devices. Modules presented IPC vignettes in which learning was driven by short assessment questions with feedback. Learners were recruited by distributing a link to the training through Nigeria-based email lists, WhatsApp groups and similar networks of HWs, managers and allied professionals. The course was open to learners for 8 weeks. We tracked question responses and time on task with platform analytics and assessed learning gains with pre- and post-testing. Significance was evaluated with the Wilcoxon signed-rank test, and effect size was calculated using Cohen’s d.ResultsThree hundred seventy-two learners, with roles across the health system, enrolled in the training; 59% completed all 10 modules and earned a certificate. Baseline knowledge of foundational IPC concepts was low, as measured by pre-test scores (29%). Post-test scores were significantly higher at 54% (effect size 1.22, 95% confidence interval 1.00-1.44). Learning gains were significant both among learners with low pre-test scores and among those who scored higher on the pre-test. We used the Net Promoter Score (NPS), a common user experience metric, to evaluate the training. The NPS was + 62, which is slightly higher than published scores of other self-paced online learning experiences.ConclusionsHigh completion rates, significant learning gains and positive feedback indicate that self-paced, mobile-ready training that emphasizes short, low-stakes assessment questions can be an effective, scalable way to train HWs who choose to enroll. Low pre-test scores suggest that there are gaps in IPC knowledge among this learner population.

ПРОЕКТНАЯ ДЕЯТЕЛЬНОСТЬ КАК СРЕДСТВО РАЗВИТИЯ САМОРЕГУЛЯЦИИ МЛАДШИХ ПОДРОСТКОВ

. The article reveals the issues of the development of self-regulation in younger adolescents through project activities, which are considered as personality-oriented, contributing to formation of the subject position of students and their gaining experience in self-regulation. Features of self-regulation in early adolescence are dependent on changes occurring in different areas of personality development of a younger adolescent. Based on the ideas of L. S. Vygotsky, the influence of external motivation and a specially organized pedagogical environment on the development of self-regulation was revealed. The invariant functional structure of self-regulation by O. A. Konopkin and its components are analyzed and correlated with the stages of project activities. The influence of the experience of self-regulation on the project activities of students is grounded. The pedagogical conditions of project activity in the development of self-regulation in younger adolescents are determined. The article presents and analyzes the results of a survey of younger adolescence students following the results of the implementation of the program of the modular course of extracurricular activities and approbation of the organizational and pedagogical conditions for the implementation of project activities. The data presented in the article made it possible to conclude that the implementation of the stages of project activity (goal setting, planning, forecasting, evaluation, correction, reflection) ensures the development of self-regulation in younger adolescents. In the course of experimental work for three years, an increase in the level of self-control and the development of arbitrariness were noted, which indicates the formation of the experience of self-regulation and the development of self-regulation. The organizational and pedagogical conditions for the implementation of project activities were identified, which contribute to the development of self-regulation in early adolescence: a modular system for teaching project activities, including theoretical and practical modules; a combination of classroom and extracurricular activities; organization of monitoring of mastering the stages of project activity; the use of diagnostic tools for diagnosing the level of development of self-regulation in younger adolescents; use of heuristic and research teaching methods; selection of the content of the modules in accordance with the stages of the project activity.

Method and Test Course for the Evaluation of Industrial Exoskeletons

In recent years, the trend for implementing exoskeletons in industrial workplaces has significantly increased. A variety of systems have been developed to support different tasks, body parts, and movements. As no standardized procedure for evaluating industrial exoskeletons is currently available, conducted laboratory and field tests with different setups and methodologies aim to provide evidence of, e.g., the support for selected isolated activities. Accordingly, a comparison between exoskeletons and their workplace applicability proves to be challenging. In order to address this issue, this paper presents a generic method and modular test course for evaluating industrial exoskeletons: First, the seven-phase model proposes steps for the comprehensive evaluation of exoskeletons. Second, the test course comprises a quick check of the system’s operational requirements as well as workstations for an application-related evaluation of exoskeletons’ (short-term) effects. Due to the vastness and heterogeneity of possible application scenarios, the test course offers a pool of modular configurable stations or tasks, and thus enables a guided self-evaluation for different protagonists. Finally, several exemplary exoskeletons supporting varying body regions passed the test course to evaluate and reflect its representativity and suitability as well as to derive discernible trends regarding the applicability and effectiveness of exoskeleton types.

INTRAC’s analytical skills programme in Central Asia 2002–2015: an analysis of its aims, methodology, and results

ABSTRACT The article describes the genesis and application of a training programme for analytical and research skills for NGOs in the ex-soviet republics of Central Asia. This modular course was used in different programme contexts (civil society support, poverty reduction, conflict resolution) in a fast changing external environment. The article presents the aims, methodology, types of participants, and local research studies produced. It discusses the challenges in encouraging open-ended analysis while at the same time focusing on realistic action research studies, and how the programme supported a community of practice and small advocacy projects to lobby and disseminate results.

Signals and Systems: A One Semester Modular Course

Signals and Systems: A One Semester Modular Course

Effectiveness of Organizing Students’ Self – Education with the Facilities of Media Resources in Educational Media Environment

New information communication technologies and digital media are changing our world and the way we learn. Therefore, the introduction of ICT in the professional activities of teachers in our time is inevitable. Information technologies open up new opportunities for improving the educational process, activate the cognitive activity of students and allow organizing the independent and joint work of students and teachers at a higher - creative level. With countless educational resources, ICT can help improve teaching and learning process. Teachers can use various of educational digital resources, among them, media resources contribute to increasing student engagement thus improving traditional teaching methods. The increasing use of ICT and digital technologies is stimulates a growing demand for new professional competencies. New requirements are being put forward for the professional competence of teachers in the context of the digitalization of the education system. In this context, it is about ICT, digital and media competencies of future teachers. This article reveals the methods for the development of these competencies through the organization of self-education of students in educational media environment. In educational media environment, which is offered by us, media resources introduced as open educational digital resources for self-learning modular short courses under the subject "Information Technologies in Education". The study showed that, media resources serve to enrich the educational process with visual materials and to increase the efficiency of student self-learning.

The Online, Asynchronous, Accelerated, Compressed, Modular, Standardized, and Adult Undergraduate Course in Biblical Studies

The long title of this article reflects the multiple dynamics at work in a new type of class commonly found in adult degree completion programs in higher education. These characteristics are briefly surveyed in order to show how they impinge upon one another to both limit and complicate strategies for effective learning. These dynamics and complications are illustrated by exploring how they affect an introductory class on biblical interpretation. The article closes by considering some further strategies that may be employed in this highly constrained type of class.

Bundesweit tätige Selbsthilfeorganisationen durch Weiterbildung stärken: Die Entwicklung des ÖKUSS-Weiterbildungskonzepts

BackgroundSelf-help organizations act in a self-determined manner, but can be strengthened by conducive framework conditions such as advanced training programs. The Austrian Competence and Service Agency for Self-help ÖKUSS was created as part of the framework of the concept for public promotion of self-help. It developed an advanced training program for the systematic support of nationwide self-help organizations (NSHO). The article describes the conceptual development of an advanced training program and discusses how to deal with ambivalences arising in the process. MethodThree training tracks were derived from the objectives of the concept for the public promotion of self-help (promoting the visibility of self-help organizations, strengthening self-help organizations in their activities, and patient participation). To determine the contents, the advanced training needs of NSHO were identified on the basis of process-produced data (including feedback forms), relevant literature, and the results of workshops with self-help representatives. An Internet search was conducted to build on existing offerings.The ÖKUSS concept was developed in several workshops with representatives of self-help organizations and its contents and framework conditions were discussed. ResultsTraining Track 1 “Strengthening self-help activities” aims to strengthen the self-image of NSHO as a self-help organization and to support the implementation of activities with introductory seminars and additional workshops.Training Track 2 “Promoting cooperation” supports the meeting and dialogue between NSHO representatives and experts with expert dialogues and annual projects.Training Track 3 “Strengthening collective patient participation” prepares NSHO representatives for participation in health policy decision-making processes in a modular course. Discussion and conclusionsDuring the development process, ambivalences in a social, factual, time and space dimension were dealt with: On the social dimension, the aim was to take decisions regarding the objectives, form and content of the continuing education program as closely as possible to the participants and to offer low-threshold participation. On the factual level, the focus was on the competence of those affected and/or the transfer of competence for implementing activities. In terms of time, a balance had to be struck between the time resources available to the NSHO representatives and the time required to develop competence. In terms of space, on-site events were preferred to online events (before COVID-19). Finally, a different approach was chosen for each training track. For the further development of the advanced training program, a piloting and a participatory development with NSHO representatives is recommended.