Multiple Teaching Research Articles

A teaching assistant system for big data analysis

With the rapid development of big data analysis, cloud computing and mobile computing, the demand of teaching auxiliary processing and students’ online learning in colleges and universities depends more and more on information system. According to the latest view of pedagogy, teaching evaluation is gradually turning to the "accompanying" education which is data-based and tracking the whole teaching process. In order to improve the current situation that the function of single teaching assistant system is limited, the information island caused by the expansion of multiple teaching auxiliary systems, and the situation that process data is not paid attention to, this research develops a complete educational administration and teaching auxiliary system, so as to promote the collection, processing and analysis of more, more detailed and higher frequency teaching real-time data.

What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review.

In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.

Research on College English Blended Teaching Model Based on Micro-classes under Network Information Technology

With the penetration of network technology in all walks of life, my country’s traditional college English teaching model has begun to reform. Based on the concept of micro-classes, the mixed teaching mode has been favored by many people. Blended teaching is a new teaching mode that combines some traditional teaching techniques with multiple teaching methods. It contains the advantages of traditional teaching mode and the convenience of online learning. Therefore, it is very suitable for college English teaching. This article starts from the concept of network information technology micro-course, briefly expounds the concept of micro-course, and introduces the development process and significance of micro-course and mixed teaching.

Back in the saddle: student response to remote online equine science classes.

The COVID-19 pandemic has challenged professors and students of all disciplines to adjust quickly to remote online teaching and education platforms. In this new era of remote teaching, a greater challenge has been presented in the field of equine science; how to effectively share knowledge that is most often demonstrated by providing students access to live, in-person animal examples. Historically, students and teachers believed skill sets, which are vital for future careers in the industry (e.g., veterinarian) must be learned through hands-on experience. However, in-person methods were not available, so students were taught through the Zoom platform. Students enrolled in various levels of equine science classes were invited to complete a short voluntary questionnaire measuring their response and perception to equine courses taught in an entirely online remote setting by the same professor. One group was comprised of undergraduates majoring in the field (n = 44) in upper level equine science courses, Advanced Equine Reproduction Physiology and/or Equine Enterprise. These students, 41 females and 3 males, ranged in age from 20 to 25 yr, were provided a voluntary questionnaire seeking responses related to the perceived effectiveness and individual preferences of in-class lectures and in-person labs vs. remote online teaching practices. A similar questionnaire was offered on a volunteer basis to precollege students (n = 17). These students, female, high-school students from freshman to senior status (14–18 yr of age), were interested in equine science as a major at UC Davis in the future. This questionnaire evaluated their response to a 2-week remote synchronous online equine science course, which included multiple teaching methods, including lectures, mini labs, and full labs. Responses from both populations suggested that equine courses were perceived as effective when offered as online, remote courses. Live (synchronous) classes and labs offered on Zoom increased engagement and interaction, but students also appreciated the opportunity to access recorded materials. Students responded positively to online remote teaching and found courses to be effective for increasing their knowledge about equine science in an engaging manner, despite their continued preference for in-person instruction.

Multisite Effectiveness Study of the Marquette Method of Natural Family Planning Program.

This study involved determining whether healthcare professionals at ten sites across the United States and Canada trained to provide the Marquette Method NFP services can replicate the effectiveness demonstrated in previous studies of the method. We found a high level of effectiveness (i.e., very low pregnancy rates) in using the Marquette Method among women from various regions across North America with diverse reproductive backgrounds and in particular when using hormonal fertility marker. Healthcare providers who have been trained to teach NFP can successfully incorporate NFP services in their practice and assist their clients in choosing appropriate family planning methods.

A classroom experimental game to improve the understanding of asymmetric common-pool resource dilemmas in irrigation water management

We describe a classroom experimental game focusing on some key economic concepts surrounding water management. The game shows the case of an asymmetric common-pool resource: an irrigation system where players represent irrigating farmers. Dilemmas between individual and collective interests arise, and asymmetry of access to the resource renders it more difficult to reach a cooperative equilibrium. The game is used to test hypotheses about the influence of communication and of water availability on players’ cooperation, hence on the group’s ability to reach equilibrium. The game was used in multiple postgraduate teaching contexts. We show the example of a session played in Tunisia, where communication had a strong and positive impact on cooperation, and compare the results of that session with those of another played in South Africa, where different outcomes emerged from the game. We then discuss the advantages and the limitations of such an experimental game for teaching purposes.

Can Education and Enhanced Medical Director Oversight Improve Definitive Airway Control in the Prehospital Environment?

Endotracheal intubation (ETI) is the most definitive technique for airway management. However, supraglottic airway (SGA) may be used when ETI is not feasible. The purpose of this study was to determine the effect of updated field sedation protocols, simulation teaching, robust Quality Assurance/Continuing Quality Improvement (QA/CQI) program, and enhanced emergency medical services (EMSs) medical director oversight on ETI and SGA usage at a Level 1 trauma center. After the transition of EMS directors in May 2016, field sedation protocols were updated, a new QA/CQI was instituted, and multiple teaching and simulation sessions were conducted. A retrospective review of EMS data was conducted on all prehospital airway interventions performed by EMS personnel. Intubations occurring from July 2013 to May 2016 served as controls. Intubations from May 2016 to December 2017 served as the comparison group. Data collected included intubation type/indication, age, and successful or unsuccessful. There were 967 ETI and SGA performed on 84% and 15% of patients, respectively. Success rates were 75% for ETI and 82% for SGA. ETI increased from 83% in the control group to 88% in the study group, and SGA decreased from 16% in the control group to 11% in the study group (P = .029). The success rate for ETI increased by 2% in the study group (P = .539). This study showed that definitive airway control could be positively impacted by incorporating education and medical director oversight into EMS training. ETI increased and SGA decreased after implementation.

University of Minnesota Medical School.

University of Minnesota Medical School.

Loma Linda University School of Medicine.

Loma Linda University School of Medicine.

Assessment of Waste Generation Rate in Teaching Hospitals of Metropolitan City of Pakistan

Hospital waste management is of vital significance owing to its contagious and hazardous nature as it can produce detrimental effects for both humans and the environment. This work aimed to examine types of waste with respect to waste generation rate in multiple teaching hospitals of metropolitan Lahore. A structured questionnaire survey, site visits, interviews and meetings were conducted in seventeen teaching hospitals. The results have shown that total hospitals average waste, infectious, non-infectious and waste generation rate in Lahore teaching hospitals were 38978 kg/day, 10789 kg/day, 28189 kg/day and 3.7 kg/bed/day, respectively. It is concluded that maximum waste generated in Mayo hospital, Jinnah hospital, Services hospital and Lahore general hospital was 16%, 12%, 12% and 10%, respectively, as per maximum patient’s visits. Positive liner correlation was between number of beds (P=0.917), number of accidents and emergency patients (P=0.75), infectious waste (P=0.998) and (P=1) with total waste. A straight line of linear regression was between (0.9966) infectious waste and (0.9995) general waste with average waste. Although, waste collection practices in these teaching hospitals were observed satisfactory but required training of doctors, nurses and hospital paramedical staff regarding infectious and general waste segregation. It is suggested that hospital staff, waste management and waste collection workers and respective waste management companies should be well trained and aware regarding infectious and non-infectious waste segregation, handling and disposing off procedures.

The Frank H. Netter MD School of Medicine at Quinnipiac University.

The Frank H. Netter MD School of Medicine at Quinnipiac University.

Curricular needs for training telemedicine physicians: A scoping review

Purpose The use of telemedicine, a part of ‘Virtual Care’, is rapidly entering mainstream clinical practice. The ideal curriculum for educating physicians to practice in this emerging field has not been established. We examined the literature to evaluate published curricula for quality and comprehensiveness through the lens of Competency-Based Medical Education (CBME). Methods We performed a scoping review using CanMEDS as a framework. Peer-reviewed articles describing telemedicine training curricula were identified. Trainee population, curricular points, stage of implementation, evaluation depth, country, and citations (a marker of quality) were examined. Results Forty-three curricula from 11 countries were identified, addressing all training levels and covering multiple specialties. Instructional methods included lectures (60.5%), hands-on experiences (76%), directed reading (24%), online modules (21%), reflection (13%), simulation (34%), and group discussions (16%). Hands-on curricula covered all CanMEDS roles more often. Twenty-nine of the implemented curricula were evaluated; 83% were rated positively. Conclusions Our scoping review helps inform more comprehensive and efficacious curricula for teaching telemedicine. We suggest centering curricula on a competency-based, outcomes-oriented framework such as CanMEDS with multiple teaching modalities complementing hands-on experiences. This will facilitate rigorous telemedicine training to deliver on the promise of high-quality patient care.

Discussion on Access Database Network Teaching Mode

Access is a database application development tool software, which is mainly used in the management of most small and medium-sized enterprises and has very high practical application value. When teaching Access database, teachers should combine multiple teaching methods to improve the teaching effect of Access database. Aiming at the various problems in Access database teaching, this paper conducts research and discussion on the reform of Access database network teaching mode, hoping to bring some new inspiration to Access software teaching.

A guide to critical thinking: implications for dental education.

Critical thinking is a key element of complex problem-solving and professional behaviour, which is a desirable skill for dental professionals. However, critical thinking is poorly defined in the clinical environment. Current research indicates the answers to critical thinking lie in educational theory, but the answer may be, instead, in epistemology theory. A review of the literature suggested that critical thinking in dentistry may relate to learning about the different lenses that a professional can adopt. Therefore, it may be prudent for dental professionals, especially those involved in the diagnosis of complex diseases in patients, to continue their learning, ensuring they become familiar with the different theoretical perspectives. Currently, this form of multiple theoretical perspective teaching is not included in the adult learning sector.

Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises

PurposeThis study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE).Design/methodology/approachUsing participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion.FindingsThis work identifies thematic elements present across multiple subject areas, school districts, learner ages and socio-economic situations. Using these themes, as well as design solutions created by our participants, the authors propose the ERTE framework.Research limitations/implicationsThe framework presented is grounded in the experiences of a limited number of teachers, but presents a theoretically grounded approach to teaching in an emergent field.Practical implicationsThis framework is designed for practical application for use by teachers operating in ERTE.Originality/valueThough multiple online teaching frameworks exist, the ERTE framework is novel in its emphasis on shifting constants and variables rather than planned pedagogy and is specifically for use in unplanned or responsive remote teaching situations.

Equity Access: Online Nursing Education on Care for People With Disabilities.

Few schools of nursing have explicit content that focuses on disability as a multidimensional construct. Time and expertise are two barriers to increasing that material. To address this gap, a set of online modules were developed to provide an introduction to the specialized knowledge related to the care of individuals with disabilities, with a focus on advocacy. The modules include multiple teaching strategies and can be assigned as supplemental to existing coursework. The modules were tested with 256 undergraduate senior-level nursing students. Overall, students assessed the learning experience as very effective and reported achieving the stated learning objectives. Negative feedback was primarily issues related to technology and ease of use of one particular module. The Equity Access modules are a feasible way to supplement existing nursing curricula content specific to the care of individuals with disabilities. Additional systematic evaluation is needed to assess how the modules influence practice. [J Nurs Educ. 2020;59(6):349-351.].

Comment on Gross and MacDougall “Roles of the clinical pharmacist during the COVID‐19 pandemic”

The editorial by Gross and McDougall highlights the innovative roles that pharmacists have taken on during the COVID-19 pandemic.1 We aim to share our unique experience of multidisciplinary collaboration and adaptation of pharmacy practice within one of the nation's largest solid organ transplant (SOT) programs during the COVID-19 era. Recognizing the need to mitigate virus transmission, many team members, including our pharmacist, transitioned to working remotely. Following this change, our team swiftly initiated virtual rounding twice daily to improve communication between team members working onsite and remotely; multidisciplinary patient care discussions and team unity were preserved while maintaining social distance. During these virtual rounds, our pharmacist effectively made medication recommendations in order to ensure timely updates to patient care needs that required urgent intervention. This allowed our pharmacist and transplant coordinators to more efficiently work with the nurses and support staff onsite to schedule virtual patient education sessions. The COVID19 pandemic also required innovative means of continuing communication with our patients. SOT patients require thorough education on posttransplant medications and lifestyle choices. Our team transitioned these educational sessions to telemedicine education sessions. Meetings were arranged for the patients through institution owned iPads and caregivers could join the videoconference remotely. Before leaving the hospital, each of our patients received several hours of education with our pharmacist to assist their learning of medications, during which multiple teaching methods and tools were utilized. This communication method was also utilized for pretransplant patients when evaluating prior-to-admission medications and for readmitted patients to reinforce education. Several patients whose primary language was not English were also able to participate through multiprovider visits with simultaneous video interpretation. Other key members of our team including nurse practitioners transplant coordinators, and dieticians were able to learn from our pioneering experience and use this technology to safely and effectively communicate with our patients. SOT is a medical discipline that relies heavily on the collaboration of the interdisciplinary team. To maintain safety of our patients and team during the COVID-19 pandemic, we demonstrated ability to work together effectively in adapted roles. Through our innovative communication strategies, we have maintained exemplary patient care and outcomes. We will carry the lessons we learned through these challenges beyond the pandemic and continue to use them to ensure safe delivery of care. The authors declare no conflicts of interest.

Using Universal Design Principles in a Fundamentals Course to Promote Student Transition to Nursing Education.

The transition to "thinking like a nurse" can present challenges to contemporary student nurses. Nurse educators are called to provide meaningful learning experiences to students with diverse learning needs and promote critical thinking application. Multiple stakeholders encourage nursing faculty to innovate their teaching practices and reflect on the process to promote the life-long learning necessary in professional nursing. Universal design for instruction uses multiple pedagogies, resources, and technologies to create accessible learning environments for all students. This article highlights the evolution of a case exemplar course design in a fundamentals nursing course that utilizes universal design for instruction principles in nursing education.

Musculoskeletal Ultrasound Instruction in Adult Rheumatology Fellowship Programs.

Musculoskeletal ultrasound (MSUS) in rheumatology in the US has advanced by way of promotion of certifications and standards of use and inclusion of core fellowship curriculum. In order to inform endeavors for curricular integration, the objectives of the present study were to assess current program needs for curricular incorporation and the teaching methods that are being employed. A needs-assessment survey (S1) was sent to 113 rheumatology fellowship program directors. For programs that taught MSUS, a curriculum survey (S2) was sent to lead faculty. Programs were stratified according to program size and use of a formal written curriculum. S1 (108 of 113 respondents; response rate 96%) revealed that 94% of programs taught MSUS, with 41% having a curriculum. Curricular implementation was unaffected by program size. Formal curricular adoption of MSUS was favored by 103 directors (95.3%), with 65.7% preferring such adoption to be optional. S2 (74 of 101 respondents; response rate 73%) showed that 41% of programs utilized a formal curriculum. Multiple teaching strategies were used, with content that was generally similar. Use of external courses, including the Ultrasound School of North American Rheumatologists course, was prevalent. Fewer barriers were noted compared to past surveys, but inadequate time, funding, and number of trained faculty still remained. Lack of divisional interest (P = 0.046) and interest of fellows (P = 0.012) were noted among programs without a formal curriculum. MSUS is taught by a significantly larger number of rheumatology fellowship programs today. Multiple teaching strategies are used with common content, and barriers still remain for some programs. Most program directors favor inclusion of a standardized MSUS curriculum, with many favoring inclusion to be optional.

Pediatric Emergency Medicine Training in Procedural Sedation: Is It Time for a Standardized Curriculum?

Pediatric procedural sedation (PS) has been performed with increasing frequency by pediatric emergency physicians for recent years. Accreditation Council for Graduate Medical Education Pediatric Emergency Medicine fellowship core competency requirements do not specify the manner in which fellows should become proficient in pediatric PS. We surveyed the variety of training experience provided during fellowship and whether those surveyed felt that their training was sufficient. A 35-question survey offered to pediatric emergency fellows and recent (within 10 years) graduates collected data on pediatric PS training during fellowship. A follow-up questionnaire was sent to fellowship directors at programs where fellow or graduate respondents stated that a sedation curriculum that existed asked details of their program. There were 95 respondents to the survey, 62% of which had completed pediatric emergency medicine fellowship training. Of respondents, 65% reported having a formal sedation curriculum during fellowship. Of those who participated in a formal curriculum, 82% of respondents felt comfortable performing sedation, whereas the remaining 18% required additional preceptorship and/or more formal training to feel proficient. Fifty-six percent of respondents reported having to complete a set number of sedations before being allowed to sedate independently. Of 17 programs contacted, 9 fellowship directors responded. All 9 included didactics, 6 (66.6%) of 9 included evidence-based medicine literature review, and 6 (66.6%) of 9 included simulation. Other modalities used included supervised clinical experience in a pediatric sedation unit, a 2-week rotation with a hospital sedation team, online sedation modules, and precepted sedations using each pharmacologic agent including nitrous oxide, ketamine, propofol, and ketamine-propofol combination. Ketamine was the most frequently used agent for sedation (87%). Pediatric emergency medicine fellowship requirements lack a clearly defined pathway for training in PS. Data collected from both current and former fellows depict inconsistency in training experience and suboptimal comfort level in performing these procedures. We suggest that fellows receive a more comprehensive and varied experience with multiple teaching modalities to improve proficiency with this critical and complex aspect of emergency pediatric care.