Need For More Instruction Research Articles

Health system-wide access to generative artificial intelligence: the New York University Langone Health experience.

The study aimed to assess the usage and impact of a private and secure instance of a generative artificial intelligence (GenAI) application in a large academic health center. The goal was to understand how employees interact with this technology and the influence on their perception of skill and work performance. New York University Langone Health (NYULH) established a secure, private, and managed Azure OpenAI service (GenAI Studio) and granted widespread access to employees. Usage was monitored and users were surveyed about their experiences. Over 6 months, over 1007 individuals applied for access, with high usage among research and clinical departments. Users felt prepared to use the GenAI studio, found it easy to use, and would recommend it to a colleague. Users employed the GenAI studio for diverse tasks such as writing, editing, summarizing, data analysis, and idea generation. Challenges included difficulties in educating the workforce in constructing effective prompts and token and API limitations. The study demonstrated high interest in and extensive use of GenAI in a healthcare setting, with users employing the technology for diverse tasks. While users identified several challenges, they also recognized the potential of GenAI and indicated a need for more instruction and guidance on effective usage. The private GenAI studio provided a useful tool for employees to augment their skills and apply GenAI to their daily tasks. The study underscored the importance of workforce education when implementing system-wide GenAI and provided insights into its strengths and weaknesses.

Robotic Surgery in Thoracic Training Programs: A National Needs Assessment

BackgroundCardiothoracic surgical trainees perceive a need for more instruction and exposure to robotic-assisted thoracoscopic surgery during their training. We sought to assess use and trainee exposure to robotic surgery in thoracic residency programs to identify areas for improvement. MethodsA voluntary electronic survey of 10 questions was distributed to surgeons working in all thoracic surgery residency programs in the United States. The survey asked respondents to provide the size of the residency, the availability and use of robots, and the trainee’s adoption of robotic surgery in their practice after graduation. Multivariable logistic regression was performed. ResultsOf a total of 76 cardiothoracic surgery training programs, surgeons from 69 training programs (90.8%) completed the survey. Most pulmonary lobectomy was performed using robotic surgery (55%). Approximately half of the training programs (35 of 69) have a formal robotic curriculum for the residents. Of 121 thoracic track trainees, 118 (97.5%) performed robotic surgery as part of their practice, whereas 62 of 110 (56.4%) cardiothoracic track and 16 of 158 (10.1%) cardiac track trainees performed robotic surgery. In a multivariate analysis, the adoption of robotic surgery was associated with having an established robotic training curriculum (odds ratio, 5.82; 95% CI, 1.32-35.7) and a larger training program (odds ratio, 3.78; 95% CI, 1.34-10.6). ConclusionsA disparity exists in robotic surgical training among the training programs. A standardized curriculum and formal case requirements may be needed to ensure optimal preparation for future graduates.

Assessing dental student knowledge on cannabis and demonstrating the need for cannabis education.

The American Dental Association advocates for dentists' education on therapeutic and legal issues related to medical cannabis. It is important to understand current knowledge of cannabis and cannabinoids and to have a practical knowledge assessment instrument. This exploratory study is the first of its kind to assess dental students' knowledge of cannabis and aims to determine if there is a need for more instruction regarding cannabis in a dental school's curriculum. Predoctoral dental students at the University at Buffalo School of Dental Medicine were recruited to participate. A validated, anonymous 22-item online survey was adapted and administered to students in all 4 years of the dental program. There was a total of 56 knowledge points. The average knowledge score was 21.6 points (SD=5.2, range: 7-34), corresponding to 38.5% (SD=9.2) of the answers correct. There were no overall differences in knowledge by gender, years in dental school, or by any reported source of formal education on cannabis. Those who reported doing their own research had higher knowledge scores. Most participants knew that there is an endogenous cannabinoid system (72.3%) and that Tetrahydrocannabinol (THC) is responsible for the "high" experienced with cannabis (76.6%). Most participants reported that they did not know the effective doses of THC (58.2%) and Cannabidiol (CBD) (66.7%); few provided an answer for THC (34%) or CBD (17%) in the acceptable range of 2-10mg. Dental students did not have adequate knowledge on cannabis and cannabinoids. Given the rapid expansion of cannabis legalization, additional efforts are needed to integrate cannabis topics into coursework and learning experiences.

Language learners' digital literacies: Focus on students' information literacy and reading practices online

AbstractThe widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community‐college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple‐case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e‐journals. Thorough within‐ and cross‐case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.

Distance learning and patient safety: Report and evaluation of an online patient safety course.

ABSTRACTPatient safety is a critical topic in health care globally, with implications for nurses, physicians, administrators, and most importantly, patients and their well-being. Online distance learning (ODL) is widely accepted among most disciplines in higher education and has been used to promote patient safety knowledge among health care students and professionals in diverse contexts. This article reports on an online Nursing and Patient Safety course developed in 2012 by the University of Miami School of Nursing and Health Studies in conjunction with the Pan American Health Organization and the International Network for Nursing and Patient Safety. The study’s objectives are to describe the implementation of an international ODL program to enhance patient safety knowledge in nurses and nursing students, and to examine the participants’ assessments of this online approach as an effective learning tool. Most participants who completed the Nursing and Patient Safety ODL course reported being satisfied with the course content and experience, and demonstrated increased knowledge on patient safety, as measured by post-module quizzes and self-report. Limitations of the study include the lack of a comparison group, disparity in the number of participants across the course’s language formats (English, Portuguese, Spanish), and the large number of participants who registered for but did not complete the course. Future research should identify obstacles to course completion, explore participants’ awareness of patient safety issues and perceived need for more instruction, and look at ways to disseminate the course to the broadest international population of nurses and nursing students.

Navigating Career Decisions in Dental Service Organizations: Practical Advice for Students, Residents, and Educators.

The dental practice market continues to experience unprecedented changes, including the increasing presence and influence of dental service organizations (DSOs)-corporate entities that provide support and practice management for group practices in such areas as financial operations, human resources, marketing, and legal services. At the same time, increasing percentages of new dental graduates are choosing to pursue an initial career path in corporate dental practices. As a result, new graduates and others making a transition into private practice are likely to encounter complicated, multifaceted variables related to associateship opportunities. Experts in dental education are articulating a need for more instruction in practice management, particularly related to DSOs. Accordingly, this Perspectives article discusses issues in five broad categories focused on vetting career decisions in DSOs: business systems; the dental team and patients; clinical dentistry; compensation and professional development; and ownership positions. In addition to explaining the importance of these areas, the authors provide specific questions prospective associates should ask in considering these career options. These considerations should be useful for students and specialists who are preparing for their dental careers and for the educators who help to guide them.

AN INVESTIGATION INTO EFL TEACHERS’ PERCEPTIONS OF IN-CLASS ENGLISH SPEAKING ASSESSMENT

The study was conducted to explore EFL teachers’ perceptions of in-class English speaking assessment. The constructs of teachers’ perceptions investigated in the current research included their general understanding of speaking assessment, the task types of in-class speaking assessment, and the teachers’ work involved in the assessment implementation. Questionnaire and interview were employed as data collection instruments of the study. Forty-two EFL teachers at different high schools in Quang Tri, Vietnam responded to the questionnaire and then five of them participated in the subsequent interview sessions. The findings revealed that the teachers’ perceptions of in-class English speaking assessment in terms of three investigated aspects were generally appropriate. Nonetheless, the teachers showed their limited knowledge about oral portfolios as a speaking assessment type; they also articulated their need for more instruction on how to implement self-assessment as a type of English speaking assessment.

Teaching and Learning Regarding the Dentist-Pediatric Patient Relationship: A Qualitative Study

Objective: To investigate the perceptions of dental students on the learning process regarding the dentist-pediatric patient relationship. Material and Methods: A qualitative study with an exploratory approach was conducted involving semi-structured interviews with sixteen dental undergraduate students randomly selected from the thirty-two students in the last semester of the dentistry course. The transcribed interviews were submitted to content analysis. Results: The sample was composed of nine female (56.3%) and seven male (43.7%) students (median age: 23 years). The factors perceived as most influential with regard to learning the dentist-pediatric patient relationship were observations of professors, other dentists or colleagues and the regular practice of dental procedures. While half of the participants considered lectures on the subject satisfactory, the other half reported a need for more instruction on how to deal with specific clinical situations. Most of the participants would like to have learned more about the dentist-pediatric patient relationship. Conclusion: The majority of students recognized that the teaching and learning process regarding the dentist-pediatric patient relationship is not easy. They reported having little counseling on the how to develop this relationship. The students suggested that the dentist-patient relationship should be addressed more during the course through the inclusion of lectures or classes on this issue as well as the demonstration of specific clinical situations.

Are There Gaps in Current Thoracic Surgery Residency Training Programs?

Cardiothoracic surgery is rapidly evolving to adapt to a changing health care environment and a wider application of innovative techniques. The Society of Thoracic Surgeons Workforce on Thoracic Surgery Resident Issues Transition to Practice Task Force sought to identify new or existing gaps of training in contemporary thoracic surgery residency training programs. A voluntary survey consisting of 24 questions was distributed to recent graduates of thoracic surgery residency programs in the United States during the 2014 American Board of Thoracic Surgery oral examination application process. Fifty-five of 132 applicants anonymously participated. The majority of respondents admitted that they needed more instruction or lacked confidence with the following specific cardiothoracic procedures: minimally invasive cardiac operations (25/52, 48%), robotic cardiac operations (29/52, 55.8%), endovascular operations (28/52, 53.8%), robotic pulmonary operations (29/52, 55.8%), minimally invasive esophageal operations (24/52, 46.2%), robotic esophageal operations (32/52, 61.5%), and operations on congenital cardiac conditions (31/52, 59.6%). The respondents further declared either a need for more instruction or lack of confidence in employment contracting (17/21, 81.0%), negotiating terms of employment (17/21, 81.0%), and professional service agreements (16/21, 76.2%). Further exposure to minimally invasive robotic procedures, operations on congenital conditions, and issues of practice management appear to be needed in contemporary cardiothoracic training in the United States. These identified gaps may assist cardiothoracic surgery residency programs to optimally prepare future graduates for our evolving specialty.

The Effects of Information Literacy Instruction on Business Students

Results from a survey concerning the effects of information literacy instruction (ILI) on business students are presented. The effects of ILI on student learning outcomes, and the influence of ILI on the adoption and use of online library resources and the mediating effects of self-efficacy and anxiety are examined.Sont présentés ici les résultats d'une étude sur les effets de la maîtrise de l'information sur l'enseignement aux étudiants de gestion des affaires. L'étude s'intéresse également à ces effets sur les objectifs d'apprentissage, à leur influence sur l'adoption et l'utilisation de ressources bibliothécaires en ligne, ainsi qu'aux effets médiateurs de l'auto-efficacité et de l'angoisse.

Perceptions of faculty development needs based on faculty characteristics

ObjectivesMany changes in pharmacy education have occurred in the past decade resulting in a need for faculty education. The increasing number of pharmacy schools, larger number of junior faculty, expanding use of technology in teaching, and the changing generation of pharmacy students has allowed educators to reassess their teaching practices. The purpose of this survey was to access faculty's preferences toward faculty development and determine needs based on faculty characteristics, including degree, rank, duration of appointment, and division. MethodsA survey was distributed to 58 faculty members at the School of Pharmacy. ResultsMore than half of the faculty responded to the survey (n = 34, 58%). Faculty members responded that their preferred needs for faculty development centered on teaching. Doctorate of Pharmacy faculty desired development in ability-based learning and establishing authority with students. New faculty members expressed a need for more instruction in manuscript writing and developing a research focus, while more experienced faculty members desired instruction in planning workshops and labs. Tenure track and nontenure track faculty had the most variability in their preferences toward faculty development. Tenure track faculty preferred more growth in the areas of research and development and nontenure track faculty desired more development relating to student issues. Both expressed a desire for more instruction in the areas of teaching. ConclusionsCharacteristics of faculty members should be analyzed when developing faculty development programs.

Undergraduate Social Welfare Policy Debates: An Assessment of Outcomes Using the Policy Debate Rating Scale

This research empirically assessed the learning outcomes of structured debates in an undergraduate social welfare policy course. The longitudinal mixed-method study represents the only one in the literature on social policy debates in undergraduate social work education. For the five cohorts of students surveyed, the Policy Debate Rating Scale assessed learning outcomes on cognitive, behavioral/affective, and comparative perspective dimensions. The results showed strong evidence of higher level learning and supports the use of active learning to promote critical thinking, public speaking, and policy practice skills among social workers. Implications for future policy practice such as the need for more instruction on dialectics, differential perspectives, and improved designs for future research are discussed.

Undergraduate Social Welfare Policy Debates: An Assessment of Outcomes Using the Policy Debate Rating Scale

This research empirically assessed the learning outcomes of structured debates in an undergraduate social welfare policy course. The longitudinal mixed-method study represents the only one in the literature on social policy debates in undergraduate social work education. For the five cohorts of students surveyed, the Policy Debate Rating Scale assessed learning outcomes on cognitive, behavioral/affective, and comparative perspective dimensions. The results showed strong evidence of higher level learning and supports the use of active learning to promote critical thinking, public speaking, and policy practice skills among social workers. Implications for future policy practice such as the need for more instruction on dialectics, differential perspectives, and improved designs for future research are discussed.

Athletic Training Instructors: A Needs Assessment of Teaching Methodology Knowledge and Self-Perceived Competence

Objective: The objectives were to assess teaching backgrounds, self-perceived teaching methodology knowledge, and self-perceived competence of Athletic Training Education Program (ATEP) instructors to determine if there was a need for more instruction in teaching methodology (TM). Design & Setting: This was a quantitative design utilizing a discrepancy needs assessment model. A web-based survey was used to gather data. This was a total population study with no sampling. Subjects: The population studied was Certified Athletic Trainers (ATCs) in the United States who had obtained a master's degree and were working in a college/university setting. The instrument further defined the study population to those who were currently teaching (study conducted in Fall 2002) in approved or accredited ATEPs (N=149). Measurements: The items measured were each participant's educational and instructional background, their knowledge of 20 TM components, their self-perceived competence on those same 20 TM components, and their likelihood of pursuing future TM instruction. Results: Participants with lower gap scores generally had less previous instruction in TM, lower knowledge scores, and were less likely to pursue future instruction in TM. Neither amount of previous instruction in TM nor how long the participants had been teaching significantly influenced self-perceived competence scores. Taking an undergraduate TM course and the use of structured mentoring significantly predicted self-perceived competence scores. Conclusions: This study illustrates the need for more TM instruction to be included in the preparation of ATCs with master's degrees who have or will have teaching responsibilities associated with their jobs. It would be prudent for athletic training graduate degree programs to include TM instruction in their curriculums and/or fieldwork. There is also support for the pursuit of a M.Ed. degree for students who wish to teach in the future.

Web research and genres in online databases: When the glossy page disappears

This article details the impact of online databases, proquest in particular, on composition research. When distinguishing different online texts, students often encounter research and documentation difficulties, indicating a need for more instruction that addresses new literacies emerging from the current transitional age of electronic and print cultures. I present new evaluative methods for online documents that utilize knowledge of online genres, information retrieval processes, and metaphoric imagery. As students research, they are not equipped with adequate knowledge of Web genres and need a metaphorical framework with which they can understand the ways different texts operate in virtual spaces.

EMT domestic violence knowledge and the results of an educational intervention

The objective of this study was to determine levels of knowledge regarding domestic violence (DV), and the effectiveness of formal instruction about DV. A general knowledge survey of DV was given before and approximately 4 to 6 months after 3 hours of instruction given by Emergency Medicine and Law Enforcement faculty. A Emergency medical service (EMS) consisting of 73% paramedic-level providers in a metropolitan urban/suburban area. Differences in DV knowledge before and after the instruction were the main outcome measures. In the preinstruction series, 46 emergency medical technicians (EMTs) participated. After the instruction 19 EMTs participated (42%). Thirty-five percent of EMTs before instruction and 37% after instruction correctly identified the prevalence of DV against women as 15% to 30%. Thirty-five percent of EMTs before instruction and 63% after instruction ( P < .05) correctly identified the prevalence of DV against men as 0% to 15%. Before instruction 54% knew that DV is equal among races, and 79% after instruction ( P < .05). Before instruction 37% of EMTs knew that DV is equal in different socioeconomic groups and 68% after instruction ( P < .05). The percent of EMTs who knew that the victim is not responsible for the abuse was 50% before instruction and 89% after instruction ( P < .05). Before instruction, the results on a knowledge questionnaire were 54% correct, after instruction, results improved to 71% correct. Improvement in understanding of DV was shown for 4 of 11 questions after 3 hours of instruction. These results indicate the need for more instruction on DV for EMTs.

Teaching Generalized Reading of Product Warning labels to Adolescents With mental Disabilities Through the Use of Key Words

Key words from product warning labels were taught to four adolescents with moderate mental disabilities using flash cards and a progressive time-delay procedure. Instrnction was conducted in dyads to facilitate observational learning. To enhance generalization, students were presented with nontargeted or incidental information during the feedback statement that included visual and auditory exposure to key word definitions and contextual examples. Students mastered the reading of target key words in a relatively short amount of time with minimal errors. In addition, they demonstrated some observational and incidental learning. How- ever, generalization probe data collected with actual products across settings revealed the need for more instruction using strategies that facilitate generalization before students have a skill that can be considered functional.

An analysis of interdental cleaning habits

A study using a method of questioning regarding the interdental cleaning habits of 766 patients in the Periodontics Department of the Brisbane Dental Hospital revealed: 1. Only 11.5 percent used an interdental aid once or more daily. 2. Only 14.3 percent of those who had received regular dental treatment used an aid at least once daily. 3. Thirty percent of patients who had received regular dental treatment had received some instruction in the use of interdental aids. 4. Significantly more patients receiving periodontal treatment used an aid once daily. 5. There was no difference between institutional and private practice patients in the use of an aid, but more of the last named continued to follow instructions in their use. 6. Significantly more daily users of woodsticks than of dental floss were found. These findings demonstrate a major defect in dental health communication in the sample studied which is probably reflected in a more widespread fashion in a broad cross section of the population.