Multiple Teaching Research Articles

Training the trainers: The work of student affairs professionals in leadership training.

Although universities often expect student affairs staff to possess advanced leadership skills, many have not undergone formal training as leadership educators, which often leads to inconsistent outcomes in leadership development programs. Drawing on best practices in facilitating leadership learning -including the use of multiple pedagogies, critical reflection, and the avoidance of superficial or unstructured facilitation-we argue leadership educators require specialized training to effectively facilitate leadership trainings. Moreover, institutions have underinvested in the professional development of leadership educators, despite the significant role they play in shaping student leadership competencies. Through targeted investments in professional development, universities can better equip their leadership educators, thereby ensuring more effective mentorship and impactful leadership experiences for students. This article calls for a paradigm shift in leadership education, advocating for a strategic commitment to developing educators who can fulfill the promise of training the next generation of leaders.

Embedded online self-regulated learning activities improve student experience and learning outcomes

Self-regulated learners achieve academic success by employing specific cognitive, metacognitive, behavioural, and resource management strategies. In fully online learning environments, these strategies are critical but are often challenging for first-year undergraduates to develop. This study presents a novel approach to supporting undergraduates' development of Self-Regulated Learning (SRL) skills in a fully online first-year psychology course. Seven SRL activities were embedded as micro-assessments within the summative assessment structure. Qualitative and quantitative data from students across multiple teaching periods were analysed. Results show that embedding content-specific SRL activities improved academic performance, increased engagement, and built a stronger online learning community. The impact of deliberately integrating SRL principles into the course design and assessment structure on student Self-Regulated Learning Online (SRL-O) questionnaire scores at the start and conclusion of the course will also be discussed. Overall, this study demonstrates that purposeful integration of SRL principles into course design and assessment can improve academic outcomes and foster positive learning experiences for first-year undergraduate students who are studying online.

Teaching History: Bridging the Gap between Theory and Practical Teaching

Abstract Introduction: The purpose of the study was to identify effective teaching strategies to bridge the gap between theory-based and practical-based approaches to teaching a history curriculum. Methods: A qualitative exploratory case study was used. Twenty educators who taught history in K-12 classrooms participated in the study. Semi-structured interviews and document analysis served as data sources. Results: The findings indicated that History is better taught by actively engaging students. Innovative activities integrated with traditional methods to activate engagement and promote historical skills. Discussion: The key to making history come alive is using multiple teaching strategies. The strategies to bridge theory to practical application include engagement, innovative teaching, and authentic teaching. Limitations: It was difficult for some participants to commit to the scheduled interview. Conclusions: The content of the study may be used as a reference for practitioners to reflect on current teaching practices and developed strategies to implement in a history lesson or other content areas.

Influential factors for medical students’ classroom concentration—evaluation with speech recognition and face recognition technology

Statement of the problemThe concentration of medical students in the classroom is important in promoting their mastery of knowledge. Multiple teaching characteristics, such as speaking speed, voice volume, and question use, are confirmed to be influential factors.PurposeThis research aims to analyze how teachers’ linguistic characteristics affect medical students’ classroom concentration based on a speech recognition toolkit and face recognition technology.Materials and methodsA speech recognition toolkit, WeNet, is used to recognize sentences during lectures in this study. Face recognition technology (FRT) is used to detect students’ concentration in class. The study involved 80 undergraduate students majoring in stomatology. The classroom videos of 5 class hours in the dental anatomy course were collected in October 2022. A quantitative research methodology is used in this study. Pearson correlation, Spearman correlation and multiple linear regression analyses were used to analyze the impact of time and teachers’ linguistic characteristics on students’ concentration.Results As a result of regression analysis, the explanatory power of the effect of the linguistic characteristics was 7.09% (F = 83.82, P < 0.001), with time, volume and question being significant influencing factors (P < 0.01). The local polynomial smooth of the scatter between the concentration degree and the use of questions with time appears to fluctuate cyclically and suggests a potential inverse relationship between the use of questions and the concentration degree.ConclusionsThe results of this study support the significant positive influence of volume and questioning technique, the negative influence of time, and the insignificant influence of speaking speed and the interval between sentences on students’ concentration. This study also suggested that teachers may adjust their questioning frequency based on their observation of students’ concentration.

Course Modality and Student Outcomes: The Mediating Role of Connection

During the Covid-19 pandemic, institutions of higher education were required to use multiple teaching modalities, often in the same course, to facilitate student learning, giving students the option of attending face-to-face, attending live over zoom, or watching the recorded lecture videos asynchronously. Simultaneously, some students were forced to enroll in courses with modalities that did not align with what they believed to be most effective for them. This study examines the relationship between accounting students’ perceptions of learning in each modality and course outcomes. Students from nine introductory accounting classes were surveyed on several dimensions of the learning environment. Results demonstrate that the correlation between synchronous attendance (alignment of modality) and course grades is mediated (partially mediated) by students’ connection to their professor. Connection to their professor also fully and directly mediates synchronous attendance on satisfaction and, through sequential mediation in combination with student engagement, also fully mediates alignment of modality on student satisfaction. Regardless of modality (synchronous or asynchronous), or students’ ability to attend the modality that is most effective for their learning, students and professors can improve course outcomes (course grades and course satisfaction) by increasing student-professor connection.

Physical Medicine & Rehabilitation Residents' Experiences and Perspectives on Teaching Medical Students: A National Survey.

Resident teaching of medical students is integral to medical education; however, there are few studies surveying residents, especially U.S. Physical Medicine and Rehabilitation (PM&R) residents, about their perspectives on teaching medical students. This descriptive survey study consisted of a 23-item cross sectional survey to elicit the current state of medical student teaching by PM&R residents and formal education for PM&R residents on teaching medical students. During an eight-week period, 103 PM&R residents completed a web-based survey, which was distributed to residents via emails to PM&R residency program directors and coordinators. Ninety-seven (94.1%) respondents reported teaching medical students. A majority of these respondents (81.4%) reported favoring formalized education on medical student teaching; however, little more than half (51.5%) reported having that education. Majorities of residents with and without formal education on teaching medical students reported employing multiple teaching techniques to teach students in the clinical and non-clinical environments. The most commonly reported barrier to teaching students was time. While limited by study design and sample size, this study suggests that the availability of formalized education for PM&R residents on medical student teaching may not meet the needs or desires of residents.

Influence of Teaching Strategies in Developing Critical Thinking Skills: A Review

This study aimed to review existing primary and secondary resources to make all stakeholders aware of the influence of different teaching strategies on fostering critical thinking in students. A specific criterion was set out by the researcher like the scope of the study, language, year of publication, nature of the journal, etc. The researcher searched out articles that duly fulfill the required criteria. After a review of those articles, findings explored multiple teaching strategies that may have a positive influence on students in making them critical thinkers. From this review, the most effective teaching strategies include the use of fairy tales, problem-based approach, collaborative learning, Socratic questioning, inquiry-based learning, and argument mapping, etc. The researcher suggested adopting multiple teaching strategies to enhance critical thinking skills in students.

Comparative Analysis of Impact of Different Skill-training Methods among Medical Students: A Cross-sectional Study

Background: The development of practical skills is crucial in medical education, with various teaching-learning (T/L) methods such as Demonstration-Observation-Assistance-Performance (DOAP), Peyton’s four-step approach, and See One Do One Teach One (SO-DO-TO) being employed to enhance students’ competencies in handling medical devices. Objective: This study aimed to evaluate the efficacy of DOAP, Peyton’s approach and SO-DO-TO methods on skill performance of 1st-year MBBS students in using a sphygmomanometer, audiometer, and electrocardiogram (ECG). Methodology: A cross-sectional study was conducted among 126 1st-year MBBS students, who were randomly divided into three groups (n = 42). Each group was trained using one of the three T/L methods on specified competencies. Skill acquisition was assessed through an Objective Structured Practical Examination (OSPE), and perceptions were gauged through a Likert Scale questionnaire. Results: Students trained using Peyton’s method scored the highest in OSPE with a mean score of 7.35 (standard deviation [SD] = 2.19), compared to 5.72 (SD = 1.62) for DOAP and 5.83 (SD = 1.37) for SO-DO-TO. The differences in scores were statistically significant (P &lt; 0.01) between the groups. Perception data indicated that both students and faculty rated Peyton’s method highest in overall satisfaction, effectiveness, and comfort, despite its slightly higher time consumption. Conclusion: Peyton’s four-step approach significantly enhances medical students’ skill acquisition and satisfaction compared to DOAP and SO-DO-TO methods. Integrating multiple teaching strategies, as seen in Peyton’s method, can offer a more comprehensive and effective learning experience. Future studies should investigate the long-term impacts and applicability of these methods across various medical disciplines.

The impact of teacher's pedagogical leadership on student achievement: the mediating role of teaching methods

PurposeEducational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.Design/methodology/approachTo address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).FindingsThis study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.Originality/valueThis study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.

An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.

In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.

Fruit flexible collecting trajectory planning based on manual skill imitation for grape harvesting robot

The flexible collection is vital for the intelligent grape-picking robot. In view of the reliable operation method obtained by long-term training of human prior skill, a fruit flexible collecting trajectory planning method based on manual skill imitation for grape harvesting robot is proposed. The method involves capturing manual teaching trajectory data using a motion capture system, preprocessing the data, extracting features from multiple teaching trajectories, and forming a probability distribution through Gaussian mixture model – Gaussian mixture regression (GMM-GMR). And combined with the key point of manual operation trajectory, the general trajectory generated by GMR is segmented and further imitated by kernelized movement primitives (KMP) to obtain the reference trajectory, respectively. An optimization method for hyperparameter adaptation KMP (O-KMP) was proposed to meet the trajectory fitting effect of multiple key points. Mean square error (MSE) was used to evaluate the deviation of the trajectory from the reference trajectory. The partial optimal trajectory is selected and integrated into a single trajectory. Two experiments were conducted to investigate imitation: For the same starting and ending points task, the MSE of the trajectory generated by O-KMP decreased by 15.274% compared to the original fixed hyperparameter KMP. For different placement tasks, the MSE of the trajectory generated by the O-KMP decreased by 7.296% compared to the original KMP. Finally, the robot arm of the actuator visually presents different task states for the compliant placement of fresh grapes.

2192 Implementation of 4AT and delirium bundle in patient management—a quality improvement project

Abstract Introduction Delirium affects up to 50% of older individuals within hospital environments, with a notable occurrence in 30% of those aged 65 and above in emergency departments. This QIP aimed to enhance the early recognition of delirium by implementing the 4AT assessment and optimise assessments and investigations by implementing the Delirium Bundle. Method A survey involving 39 doctors was conducted to evaluate their comprehension of delirium and awareness of the Delirium Bundle. PDSA 1 involved retrospective data analysis of medical records for patients admitted with delirium and used as a preliminary baseline to evaluate how the delirium bundle is being utilised. PDSA 2 integrated multiple teaching sessions and the implementation of the Delirium Bundle, assessing the effectiveness of these interventions. Results In PDSA 1, twenty-nine patients were identified. None of the patients had a 4AT assessment done. Twenty patients (69%) had a haematological screen done, eight patients (27%) had an ECG done, twenty patients (69%) had a CXR done, eighteen patients (62%) had an MSU test done, eight patients (28%) had cultures done, and twenty-three (79%) had a CT head scan done. In PDSA 2, thirty patients were identified. Seven patients had a 4AT assessment done, sixteen patients (53%) had a haematological screen done, nineteen patients (63%) had an ECG done, twenty-two patients (73%) had a CXR done, fifteen patients (50%) had an MSU test done, fourteen patients (47%) had cultures done, and 20 patients (67%) had a CT head scan done. Conclusion The implemented changes showed effectiveness with increased 4AT assessments and enhanced confusion screening. Improvements in assessments and investigations for diagnosed delirium patients were evident. To further enhance efforts, future initiatives include incorporating the 4AT assessment in clerking booklets, conducting continuous teaching sessions, and displaying posters in relevant wards.

Predictors of pre-service teachers’ learning engagement in blended teaching

Despite the growth of blended teaching (BT), little is known about its influences on learning engagement in pre-service teacher education. This study examined changes in the learning engagement of 1285 pre-service teachers (PSTs) at the beginning, middle, and completion of a semester of multiple teaching format transitions amidst COVID-19, and the predictability of individual characteristics and environmental variables, including PSTs’ adaptability, and teacher educators’ self-efficacy and blended teaching behaviors. The data were analyzed using the latent growth model. Results show that levels of vigor and absorption increased significantly over the semester. Individualized teaching behaviors, self-efficacy for instruction, and behavior-cognitive adaptability significantly predicted learning engagement of PSTs. Theoretical and practical implications are discussed.

Experiential Learning Values Based on Kolb Theory: A Qualitative Output in the School of Medical Sciences, Universiti Sains Malaysia

Clinical placements serve as workplace-based experiences, which is essential for medical students to develop their skills to become competent doctors. Multiple teaching and learning methods are implemented to achieve these goals, e.g. lectures, problem-based learning, simulations, community-based education, and work-place based learning, i.e. in hospital settings. Three online focus group discussion (FGD) were conducted to explore student’s experiential learning in clinical placement. Thematic analyses were implemented to emerge the themes. Nine themes which were derived: authentic work-process experience, gaining insights from patient conditions, contextual feedback, conceptualised professional attributes, ideate future career, enhance self-regulation, practice communicative approach, practice collaborative learning and acquisition of clinical skills. The themes were discussed according to the phases in the Kolb experiential learning cycle. The findings can serve as the basis for reflection and feedback in clinical placements.

Analysis of the Application of Artificial Intelligence in Information Courses in Primary and Secondary Schools

In the context of todays rapidly evolving technological landscape, the integration of artificial intelligence (AI) technology with the education sector has shown immense vitality and potential. This study is based on a profound understanding of this integration trend and explores the practical application of AI technology in information courses in primary and secondary schools. Through literature analysis, this research examines numerous high-quality domestic and international documents and finds that AI technology has achieved widespread application in information courses, covering multiple teaching scenarios. On this basis, the author summarizes its advantages and challenges, and proposes practical suggestions and strategies, aiming to provide strong support for the scientific development of AI technology in information courses, thereby laying a solid foundation for the comprehensive advancement of digital education.

An interprofessional approach to teaching genetics in an undergraduate nursing curriculum

BackgroundPrecision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and families. MethodTo address this gap, an interprofessional PhD-prepared faculty team comprised of a nurse educator and a molecular biologist developed an undergraduate genetics course. The multiple teaching strategies include active learning modules, problem-based learning and a final debate. ResultsThe teaching methods were augmented multiple times based on student feedback. The debate activity replaced a poster assignment and student feedback has been overwhelmingly positive. ConclusionMultiple strategies were used to deliver genomics and genetics content to nursing students that culminate in application-based activities such as case studies and the debate activity have potential to broaden student perspectives. Prospective course changes include increasing the credits for the course, adding time during the debate for rebuttal development and inviting speakers.

Factors associated with care partner identification and education among hospitalized persons living with dementia

ObjectiveCare partners of persons living with dementia (PLWD) often feel unprepared to care for their loved ones. Improving PLWD care partner identification and education during hospital stays can improve preparedness. This retrospective EHR study investigated PLWD characteristics that may relate to care partner identification, education, and teaching methods during hospital stays. MethodsEncounters from a Midwestern academic healthcare system were used. Patients were over 18, had a documented dementia diagnosis, were admitted to the hospital for at least 24 h, and had information documented in care partner or education data fields (N = 7982). Logistic regressions assessed patient's demographics, care partner identification and education. Chi-square tests compared education teaching methods and patient discharge location. ResultsPLWD's who were unmarried, discharged to other care facilities, or received the diagnosis “degeneration of nervous system due to alcohol” were associated with lacking care partner identification. Care partners of unmarried PLWDs or those with the diagnosis “Alzheimer's disease, unspecified” received less education. Multiple teaching methods were associated with discharge location. ConclusionMultiple characteristics were related to PLWD care partner identification and education differences during hospital stays. InnovationNovel analyses highlight need for a protocol to systematically prepare dementia care partners.

What’s the Difference? A Comparison of Student-Centered Teaching Methods

Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary education. The aim is to assess the key characteristics associated with different approaches by investigating five popular student-centered teaching methodologies: activity-based learning, inquiry-based learning, cooperative learning, problem-based learning, and project-based learning. The results enable educators to make informed decisions about instructional strategies and provide a stepping stone for further research.

Research on the Integration of Innovation and Entrepreneurship Education into Ideological and Political Education in Colleges and Universities

Along with the social development, with the continuous evolution of educational concepts and the deepening of educational reform, the deep integration of ideological and political education with innovation and entrepreneurship education is particularly important. The combination of these two types of education not only reflects the consistency between theoretical learning and practical operation, but also demonstrates their complementary functions. In this new era, universities actively respond to the national demand for talent cultivation and have conducted in-depth and systematic explorations in the fields of ideological and political education and innovation and entrepreneurship education. This paper continuously optimizes the innovation and entrepreneurship education under ideological and political thinking through the construction of practice platform, the use of multiple teaching forms, teachers' reflection and students' feedback.

Pengembangan Bahan Ajar Elektronik Berbasis Representasi Multipel Menggunakan Inkuiri Terbimbing pada Topik Asam-Basa

This study aims to develop and determine the feasibility of multiple representation-based electronic teaching materials using a guided inquiry model on the topic of acid and base for class XI high school. The method used in this research is research and development (R &amp; D) which was developed by Thiagarajan and known as the 4D model. The 4D model consists of four stages: define, design, develop, and disseminate. This research instrument is a questionnaire to obtain a quantitative score used to determine the feasibility of teaching materials. The study results indicate that the developed teaching materials have a very good feasibility percentage. The developed teaching materials have been corrected by expert lecturers and revised according to the input given so that a decision is obtained that the teaching materials can be used. The feasibility of teaching materials is determined based on the assessment of the chemistry teacher as a reviewer and student responses. The assessment category obtained from the review by the chemistry teacher are very good with an average assessment percentage of 86.75%. Based on the results of field trials, the student responses show that the developed teaching materials were classified as very good category with an average percentage of 83.00%. Therefore, based on the validation and field trial results, the developed electronic teaching materials are feasible for use in class XI chemistry learning on the acid-base topic.