Reflective Feedback Research Articles

Application of reflective journals to assess self-directed learning in a blended learning setting: a case study in Hong Kong

This paper presents the case study of a blended learning subject offered to a group of engineering students, in which a reflective journal was adopted as part of the assessment. It also presents an innovative attempt to explore the relationship between the reflections of students and their performance in the subject. The feedbacks from students were collected and analysed using text-mining techniques, and a machine-learning algorithm was used to identify the association between the reflective feedback text and the corresponding final grades of the students. The supervised machine-learning algorithm produces an inferred function from the training data so as to make predictions about the output values of the testing data. The results prove that reflective journals can be a valuable means of assessing student learning in a blended learning environment, and also offers a good reference for educators to have a better understanding regarding the performance of students.

Developing reflective thinking through theory-practice connection

The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n= 47) and fall (n= 33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scale towards IPE Course. The main activities of the program implemented in the first action included small group work, teaching real students, writing reflective pieces and feedback. In addition, participants were better encouraged to think reflectively, participated in reflective discussions and took formative tests in the second action. Descriptive statistics results of the study showed that both actions helped the participants to reach the levels in the order of reflection, understanding, critical reflection and habitual action. On the other hand, participants’ attitudes towards the IPE course were found to be low. For future actions, it is recommended that participants gain experience in their own fields in order to improve their reflective thinking levels through theory-practice connection and conduct their reflection activities over these experiences.

Can an authentic EPortfolio succeed in First Year Medicine?

This article was migrated. The article was not marked as recommended. Introduction Despite evidence supporting ePortfolio use to promote reflective practice, most published studies focus on its use in senior years. This study explored how well the introduction of the Undergraduate Medical ePortfolio (UMeP) in Year 1 of an early clinical contact curriculum met its aims of supporting reflective practice and introducing portfolio learning. Effective mentoring, organisational support, authenticity and adequate time are key to success. Methods A constructivist study heard the voices of students n=14 (2 focus groups) and tutors n=6 (semi-structured interviews) who had used the UMeP in its first introductory year. Thus, triangulation was employed to gain a deeper appreciation. Results Analysis uncovered four major themes- Reflective Practice , Support/Training , ePortfolio functions,and Feedback/Assessment. The study revealed support for the introduction of portfolio learning in Year 1 Medicine, for its role in promoting reflective practice and for maintaining formative assessment. Discussion EPortfolio introduction in Year 1 provided a valuable early introduction to reflection and life-long-learning habits. Regular small group tutor support and feedback were positive factors. The study revealed a need for tutor training on reflection feedback. Introduced at a stage without the weight of clinical commitments, this ePortfolio's limited demands allowed students time to learn and become accustomed to its requirements. Scaffold boxes in ePortfolio forms facilitated reflective writing. Use of an authentic portfolio linked to a professional version was a key engagement factor. Through sharing submissions students learned from each other about reflective writing and confidentiality. Better curriculum integration is needed to develop its potential.

One-Way Reflection-Free Exciton-Polariton Spin-Filtering Channel

We consider theoretically exciton-polaritons in a strip of honeycomb lattice with zigzag edges and it is shown that the interplay among the spin-orbit coupling, Zeeman splitting, and an onsite detuning between sublattices can give rise to a band structure where all the edge states of the system split in energy. Within an energy interval, one of the spin polarized edge states resides with the gap-less bulk having opposite spin. Being surrounded by opposite spin and the absence of the backward propagating edge state ensures both reflection free and feedback suppressed one-way flow of polaritons with one particular spin in the system. The edge states in this system are more localized than those in the standard topological polariton systems and are fully spin polarized. This paves the way for feedback free spin-selective polariton channels for transferring information in polariton networks.

Teaching and Learning Pressure and Fluids

This essay is a synthesis of more than twenty years of research, already published, on teaching and learning fluids and pressure. We examine teaching fluids globally, i.e., the content to be taught and its transformations, students’ alternative conceptions and their remediation, the sequence of educational activities, being right for students’ understanding, as well as tasks for evaluating their conceptual evolution. Our samples are junior high school students and primary school student-teachers. This long-term study combines research and development concerning teaching and learning fluids and has evolved through iteratively based design application and reflective feedback related to empirical data. The results of our research include several publications.

Collaborating with individuals with lived experience to adapt CANMAT clinical depression guidelines into a patient treatment guide: The CHOICE-D co-design process.

Effective treatment of depression involves collaboration with informed patients and families and appropriate knowledge sharing. We describe here our experience, as a case example, of a collaboration to "translate" a clinical guideline designed for practitioners into an accessible, plainlanguage version that patients and families can use during the care process, both to provide basic educational information and to foster informed discussions with their treatment providers. Content experts in knowledge translation, patient advocacy, patient-oriented research, and psychiatry guided overall project design. Our first step was to identify lived experience writers to join in the codesign and co-writing of the "CHOICE-D Patient and Family Guide to Depression Treatment." A national call for writers attracted 62 applicants, from whom eight individuals with lived experience of depression and writing experience were selected. Individuals subsequently attended a welcoming teleconference, followed by a 1-day workshop designed to provide (a) a detailed overview of the clinician guideline, (b) an opportunity to select what should be included in the Guide, and (c) key principles of knowledge translation/lay writing. Both from the workshop and subsequently through the codesign process, lived experience writers recommended that the Guide address symptoms, effects of illness course on treatment, first-line treatments, safety/side effects, and treatment misconceptions. To promote patient autonomy, question scripts (how and what to ask your treatment provider), self-triaging resources, and treatment selection aids were suggested. Stylistic considerations included use of simple yet hopeful language, brevity, white space, key terms glossary, and graphics. Several strategies were particularly useful to optimize writer engagement in the codesign process: a pre-workshop conference call and circulation of project resources, an in-person workshop to increase content knowledge, structured discussion with co-writers and project leads to develop ideas, and practical training exercises with the provision of feedback. Both during and at the end of the project, writers provided additional recommendations for improving the process, including more in-person meetings, distribution of step-by-step instructions on the writing task, and a key terms glossary of technical terms to support their role. In conclusion, we describe a process with practical tips and reflective feedback on important considerations for engaging persons with lived experience as leaders in the codesign and writing process of lay treatment guidelines. These methods may serve as a model for similar projects in other areas of healthcare.

Supporting Preservice Teachers to Implement Systematic Instruction Through Video Review, Reflection, and Performance Feedback

Eleven preservice teachers in a dual early childhood/early childhood special education teacher education program participated in a case study to determine the effects of a professional development intervention on use of an evidence-based practice (EBP). The intervention included training, practice, planning, video self-reflection, and group feedback to support implementation of constant time delay procedures with children in early childhood special education settings. After participating in the intervention, the majority of participants implemented the practice with fidelity. Implications for teacher education are discussed.

PROFESSIONAL DEVELOPMENT: PARALLEL TEACHING AND COLLABORATIVE MENTORING

This paper aims to identify certain common issues in the field of professional development, namely, its’ main focus is on the issue of collaborative learning and teaching. The effects of parallel teaching and collaborative feedback are noticeably positive in the recent years of development. Reflective feedback, self-reflections and observations all serve as indicators of overall professional development and of course, provide teachers with insights regarding their teaching methodology. The term collaboration (which might also be found as cooperation), stands for equal treatment and understanding of the individuals in the classroom and implies “working together to achieve a certain, common goal.” Participants in the case study are MA students of Faculty of Education, English Language Teaching at IBU, which were engaged in parallel teaching in one of my courses. The procedure was followed by observation, self-reflection and self-criticism. The first procedure was implemented in order for students to observe each other in their teaching styles, namely, to observe how two different students teach the same lecture. The second part of the procedure, namely the self-refection part was intended for students to make a comparison between themselves and their colleagues by noticing what was lacking in their teaching and the third procedure, self-criticism served as a starting point in admitting that criticism is regarded as positive feedback in teaching, rather than negative. The whole procedure of events was followed by a round-table discussion, in which, students accepted their colleagues’ remarks. Questions that students responded to were questions such as: “What could I improve?” and “What was lacking in my lesson?” “How did the experience help me improve my theory?” “What did I enjoy in this experience?” etc. Also, statements that followed the experience were such as “I advise you to…” and “I would differently apply the following (in my teaching)” etc. The experience with the obtained results, student remarks and future recommendations will be presented below.

Supervision Strategies for Social Work Students Managing Faith and Spirituality in Addictions Practice

Field placement in addictions treatment offers social work students several diverse and rich opportunities for learning. Addictions practice exposes students to spirituality as a domain of health and well-being foundational to many recovery programs. For practicum students, learning to manage personal religious beliefs and spirituality can be a significant need in field supervision. Based on the supervisory experiences of a field instructor and field coordinator who have collaborated in field education for 10 years (as well as were colleagues on a family drug court team prior), this article presents strategies for helping students manage their personal beliefs about faith and spirituality in addictions practice. Supervision strategies presented include: (a) separating spirituality from religion, (b) reframing addiction viewed as sin, (c) offering reflective feedback, (d) self-reflecting through journaling, process recording, and other assignments, and (e) promoting experiential activities to connect personally with people of different backgrounds.

Coproducing value within the clinical encounter

Problem: Current medical care often uses a reductionistic biomechanic viewpoint. Although such a viewpoint may be of value in highly specialized care in patients with one disease, such an approach may not be optimal in chronic, elderly patients with signs of vulnaribility. Vulnerability has its core expressions in functional disturbances, co- and multimorbidity, polyfarmacy, low health literacy and social deprivation.These types of patients are regarded as ‘complex’ because there is no simple technical quick fit to deal with the multiple interacting problems.How should these patients be encountered?The solution(s): Integrated care that is attuned to the wishes, needs and possibilities of patients (and their informal care providers) may be a solution. Within that model of integrated care ‘patient-oriented’ consultation types, based on a revised holistic BioPsychoSocial (BPS) design and the principle of coproduction may prevent unwanted care and influences triple aim outomes with more positive experiences and resulting in better health at lower costs.Methodology: From the start of this programme patients were involved in all activities. We opted for an integrated mixed methods approach surpassing tribal domains. From a literature search on patient oriented care, several focus groups (with patients, care providers, managers and payers), rapid reviews of themes that ocurred, an administered survey on patient-oriented care, qualitative experiments (interviews and observations) and research experts discussions a value driven and person centered consultation model was constructed.Results: On the bases of the review, the survey, the coproduction and the Social Quality Model, the experiences of care providers (especially GP’s) and patients an adapted and evolving consultation intervention was designed.The consultation themes that emerged were:1- an active listening attitude2- determining mutual value, goals and possibilities resulting in shared decision making regarding diagnostics, treatment and follow-up4- reminder (by recorded teach back) of mutual goals agreed upon5- positive health aspects. To implement the patient oriented consultation model, communication training with video reflection feedback is used. Patients are informed of the five patient-oriented steps and can take one or more cards (offered to them in the waiting room) that depicts the themes to handover to the GP and saying: ‘this is that I would like you to pay special attention to’.Limiting conditions are time, lack of an empathic and activating attitude of the care provider and insufficient fit with the patient needs and possibilities (especially in case of health illiteracy).From the number and type of cards handed over, we will estimate patient preferences with consultation types.Experiences with the positive health applications suggest a reduction in referals and better experiences of care providers and patients.Discussion: We did not opt for a classical intervention tested in an experimental design, but for a gradually developing pre-post learning codesigned bundle with variable approaches according to patient preferences in GP practices. Although experienced valuable, the integrated approach met many barriers (especially time constrains).

42. WHAT DO YOU WANT TO LEARN OR WORK ON TODAY?: FEASIBILITY OF ASKING RESIDENTS FOR SELF-IDENTIFIED LEARNING GOALS IN THE PEDIATRIC EMERGENCY DEPARTMENT

Background In the unique clinical setting of the emergency department (ED), residents and preceptors may have only a short-term relationship, such as a single shift. This poses challenges to performing accurate learner assessment, selecting ideal instructional strategies, and providing substantive feedback. Objectives The aims of this study were to determine if implementing a formal process in which residents self-identified learning goals for their ED shifts was feasible and to characterize the goals that residents self-identified. We used the conceptual framework that learner-driven goal-setting would increase engagement in learning and teaching, which would promote reflective feedback and guided discovery learning in the pediatric ED. Methods In this prospective cohort study in the ED of an academic children's hospital, residents were prompted to write a learning goal for their shift on a study card. At the end of the shift, residents were asked three yes/no questions to determine if they had identified, accomplished, and received feedback related to their goal. Logistic regression was used to determine if shift time, number of residents on shift, PGY level, and residency program type were predictors of goal identification, accomplishment, and receiving feedback. Goals were categorized by the six ACGME core competencies. Results During the 19-week study period, residents completed 306 end-of-shift surveys (74% response rate) and identified 358 learning goals. Residents reported that they identified a goal 54% of the time, accomplished 89% of identified goals, and received feedback related to their goal 76% of the time. Residents were less likely to identify goals on evening shifts (odds ratio [OR]=0.62, 95% confidence interval [CI] 0.41-0.94). The odds of receiving feedback were greatest on an overnight shift (OR=3.66, 95% CI 1.87-7.14) and lowest on an evening shift (OR=0.19, 95% CI 0.10-0.37). The number of residents on shift, PGY level, and program type did not influence the odds of goal identification, accomplishment, or receiving feedback. Most learning goals related to Patient Care and Procedural Skills (56%) or Medical Knowledge (41%) competencies. Conclusions Asking residents to self-identify learning goals for their shifts in the pediatric ED is a feasible instructional strategy. Residents were able to identify, accomplish, and receive feedback related to their goals.

43. WHAT DO YOU WANT TO LEARN OR WORK ON TODAY?: BENEFITS AND BARRIERS TO ASKING RESIDENTS FOR SELF-IDENTIFIED LEARNING GOALS IN THE PEDIATRIC EMERGENCY DEPARTMENT

Background In the clinical setting of the pediatric emergency department (PED), residents and preceptors may have a short-term relationship, such as a single shift. This poses challenges to performing learner assessment, selecting instructional strategies, and providing substantive feedback. Objectives We used the conceptual framework that learner-driven goal-setting would increase engagement in learning and teaching, which would promote reflective feedback and guided discovery learning in the PED. The purpose of this study was to determine how asking residents to self-identify learning goals for their PED shifts affected residents’ and preceptors’ experiences with learning, teaching, and feedback. Methods This was a qualitative study with attending physicians and residents from fourteen training programs that rotate through an academic PED. Residents were asked to write a learning goal for their shift and to share it with their attending. Semi-structured interviews were conducted with a convenience sample of residents and a purposive randomized sample of attending physicians about their experience. Interviews were audio-recorded, transcribed, parallel coded, and analyzed until thematic saturation was reached. Results During the 19-week study period, 358 unique learning goals were collected. Nineteen residents and ten attending physicians were interviewed. Major themes included: (1) Goal-setting facilitated learning. Residents and attendings reported that learning was attending-dependent and identified multiple ways in which attendings facilitated accomplishing residents’ goals, such as prioritizing teaching on shift, doing verbal teaching, and directing residents to patients and resources. (2) Residents’ perceived weaknesses, future practice settings, and available patients informed their goals. (3) Goal identification helped determine residents’ educational needs, as there was often mismatch between resident and attending-identified goals. (4) Ideal goals were specific and achievable. (5) There were multiple barriers and facilitators to goal-setting, accomplishment, and feedback. The most commonly reported barriers to goal-setting, accomplishment, and feedback were the busyness of the ED, available patients, and resident difficulty creating goals. Conclusions Asking residents to self-identify learning goals for their shifts in the pediatric ED as an instructional strategy facilitated perceived learning, goal accomplishment, and feedback.

Avoiding derailment: symbolic leadership and the university presidency

ABSTRACT A university president occupies an increasingly symbolic position in today’s higher education landscape, yet this aspect of the presidency is not well understood. Expectations for engagement, partnership building, fundraising, and cultivation of a public image continue to increase, while tenure lengths of presidents have fallen. Utilizing data from interviews with ten sitting presidents of U.S. colleges and universities, this phenomenological study explores the process of becoming a symbolic president, harnessing the power of symbolism while in office, and managing its impacts both personally and professionally. Hegel’s theory of recognition is used to demonstrate how presidents internalize and carry out their symbolic role in a highly intersubjective position. Findings suggest symbolism is developed through a combination of reflection, self-development, and objective feedback from mentors and advisors. Symbolism in office is primarily manifest through actions of listening, relationship-building, and myriad opportunities for inspiring through communication. Presidents who practice dialogue over decree, seek to inspire and not simply inform, and lead rather than manage are best positioned to succeed as symbolic leaders.

Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers

The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language.

Tehnikapööre ja luulekääne: tule jumal appi / A Technical Turn and Poetic Declination: God help us

Manifestilaadne artikkel „Tehnikapööre ja luulekääne: tule jumal appi“ kuulutab uute jumalate kohalesaabumist autori isiklike kogemuste varal. Kogunenud teadmisi ja aimdusi tõlgendatakse Heideggeri-järgses mõtiskluses, mis ühelt poolt lähtub filosoofi post-metafüüsilisest luulekesksest süsteemist, teisalt aga kasvab sellest kriitiliselt üle.
 
 “A Technical Turn and Poetic Declination: God help us” is a post-Heideggerian contemplation with a touch of personal manifest[ation]. It takes his post-metaphysical poetry-driven system as its point of departure for a free, idiosyncratic interpretation, yet simultaneously critically challenges it. Graphically, Heidegger’s theoretical vision – not so self-evident in the whole heideggeriana – is depicted as a four-step decline of epochs of subsequent worldviews: mythological, religious, humanistic (i.e., modern), and technological (post-modern). The important question is: What comes next? Heidegger assumes that the post-technological era (in a sense, post-post-modernism) must involve some return of the gods in a vague fading form; however, he does not yet recognize its arrival. He has not personally experienced it, he only speculates and hopes for the best.
 Five theses are postulated upon this concept. First, technological supremacy should not be demonized since a new worldview might emerge from the inner way technology surfaces. Second, art should not deny the technological manner of revelation, given its importance. Third, Heidegger’s speculation about a new god who will manifest itself in a hint could not originate from his actual encounter with god. Fourth, he speaks of a possible turn within the technology-induced world yet still hopes to restore the ancient quadrangle of mortals, immortals, earth, and sky, which does not represent any transcending change. Five, new gods can grow out of human beings themselves, being very close to them. This can stem from a reflective feedback mechanism, a morally grounded mirroring power human beings possess. Epiphanic happenings originate from human minds and deeds but return to them from the outside and, thus, can’t be deliberately created and controlled. Subsequently, individual insights can merge to unite larger groups into social patterns: a new, fully scientific religion can emerge.
 A marvelous example to consider is recorded in the documentary about recently deceased Catholic priest Vello Salo: Vello Salo. Igapäevaelu müstika. Film vanaks saamise ilust (Vello Salo: The Mystery of Everyday Life: A Film on the Beauty of Ageing, 2018). Director Jaan Tootsen manages to address one instance of divine feedback, which may provide unique value to theology and phenomenological philosophy. At the request of a sister of the Pirita Convent, Salo screwed a portable sculpture of Christ onto a wooden cross. Although the priest saw that he had failed to turn the screw in fully, he was certain it would hold. Nevertheless, in the middle of mass, the statue of Christ jumped to the floor right in front of the congregation and Salo among them. The psychological origin of this event can be sought from his internal conflict. The film depicts a grumpy old man on the verge of death who actively protests being old and insults everyone around him; and yet, it represents the act of a servant of God who has preached the salvation of heaven his whole life to feel more at peace with death’s approach. This moral dilemma resulted in a disgraceful “punishment,” attributable not to some God in the clouds, but rather traceably to Salo himself: he chastises himself through this instructive, albeit impersonally mediated act. This event was based entirely on himself, his pre- or unconsciousness, yet was not consciously actualized. This was an objectified moral reflection from an external environment. We can admit, however, that Father Salo was a happy person, who, by the end of his life, had managed to become the humble “donkey of Christ” he had always dreamed of being. This, then, proves to be an unprecedented, representative, and theological tool of study.
 These kinds of reflective events have long interested the author of this article, having experienced them several times in his own conscious life. It is important to note, however, that one should not paranoically interpret or project non-existent meanings. Even if moral punishment seems to be the influence behind these cases, their broader meaning remains favorable to human beings in that they act as divine precautions. It is possible, then, to be a convinced atheist, but still acknowledge the phenomenon, which ancient people frequently had reason to call divine. Such divinity is very close to man, originating directly from within himself, not from an abstract and hypostatic distance. The new gods that Heidegger still has not met are apparently just so: coming together, step-by-step, and not escaping from us.

ERP Sand Clock Barriers and Antecedents Model: From the Lens of Task Technology Fit Theory

The deployment of Enterprise Resource Planning (ERP) systems worldwide has become an evidence of the unprecedented movement towards integration of information technologies. The importance of continuance usage during the post implementation stage should not be neglected as to secure an optimal advantages offered by ERP system, that is achieved through minimizing ERP system usage barriers. As such, successful implementation of an ERP system does not necessarily guarantee that the system will be comprehensively used or accepted by users of the system. ERP benefits can only be realised and sustained if users continue to have favourable experiences in using the system. While many previous studies have examined ERP system during the implementation phase, only a few have revealed barriers to ERP usage as well its antecedent factors during the post-implementation phase. The purpose of this paper is to determine ERP system usage barriers and unearth the root causes to the barriers. To achieve the aim, this research was guided by the ‘soft-positivism’ paradigm, a paradigm that combines elements of positivism and interpretivism. By using this paradigm, the investigator brought certain prior expectations to the data analysis which are consistent with positivist research and which also build rich explanations from the data, consistent with the interpretive assumption. Based upon the lens of Task Technology Fit theory, this study adopts a qualitative method using multiple case studies. Three Malaysian organisations that had implemented ERP were investigated by conducting 30 semi–structured interviews and reviewing archival records and documents. The interviews were guided by the research objectives. Data were analysed by using open and thematic coding.The finding indicated four major areas of ERP usage problems: system, data, and technical infrastructure and interface problems. Besides that, several antecedent factors to the problems were identified. These factors fall into four major categories: organisation, user, task and technology, and include lack of support from either external or internal expertise, lack of individual strength and limited technology affordance. The outcome of this study was encapsulated in the form of the ERP Sand Clock Barriers and Antecedents Model.The paper contributes to post-implementation ERP system literature by stressing the complex relationships between usage barriers and antecedent factors. By identifying the underlying causes of SAP usage barriers, it could become the motivating factor for individual users to undertake reflective feedback and to achieve extended use of the implemented ERP system.

THE EFFECT OF CONSTRUCTING AND ANALYZING MODEL IN ENHANCING TERTIARY EFL LEARNERS’ GRAMMAR AND WRITING ABILITY

This research aimed at examining the effect of Constructive and Analyzing Model on learners’ grammar mastery and writing ability at the university EFL context. The study also attempted to seek the light on how they perceived about the implementation of the model in learning grammar integrated with writing activities. A quasi-experimental with pretest–posttest non-equivalent control group design was employed, involving 49 university learners. Cloze-grammar tests and questionnaire were used to collect the data. Before administered, the instruments were tried out in a pilot class to establish validity and reliability. The experiment group was engaged in CAM activities following five major phases, such as text observation, form/function and discourse connection, grammar exploration, peer and reflective feedback, and comprehension check and clarification, meanwhile the control group received no treatment and was taught by using an ordinary method. The independent sample t-test was performed using SPSS 25 to investigate the difference of grammar mean score between these two groups in terms of S-V agreement and tenses. The results revealed that the Sig. (2-tailed) values of the experiment group and the control group were .015 and .586 respectively, and the significance value between the groups was .039. The findings showed that there was a significant difference on the grammar score between the experimental group and the control group. It revealed CAM could assist learners not only to understand grammar lesson more easily but also to make a use of their grammatical knowledge in writing more accurately. Furthermore, most of the participants perceived positively towards the implementation of CAM in learning grammar. Since the implementation of CAM is effective in grammar class, ELT practitioners are suggested to apply this model on other skills in different areas.&nbsp

A Study of Teaching Film Appreciation and its Effects by a Junior High School Teacher

In today’s world, where we are constantly surrounded by visual images of all kinds, students need the ability to appreciate and interpret images if they are to be able to function properly in contemporary society. After failing to find a suitable model in the literature, the researcher had previously developed, through teaching practice, a model and strategies for teaching film appreciation at university level; this model and the supporting strategies were brought to a junior high school located in Taipei City, Taiwan, where the researcher worked together with the school’s art teachers to jointly implement action research and develop a model and strategies suitable for the teaching of film appreciation to junior high school students, and to evaluate the results achieved through the application of this teaching model. The present study therefore had two objectives: (1) To develop a teaching model and teaching strategies appropriate for the teaching of film appreciation at the junior high school level, and to explore the factors affecting film appreciation teaching at this level; (2) To analyze the learning outcomes of students who had been taught film appreciation using this model.
 The study makes use of in-class observations, interviews, documentary analysis (including analysis of reflective journals, learning sheets, and feedback form), etc., to collect data and analyze the teachings of the art teachers involved in the case study. The study found that the film appreciation teaching model helped the students transition from simply enjoying the films to being able to appreciate them by simplifying the process into three “layers” at the junior high school level: getting students to describe the content of the film on the basis of their immediate response to it, analysis of form, and evaluation and reflection by the viewer. A wide range of teaching strategies were employed, including asking students questions, getting students to provide examples, encouraging students to make comparisons, use of still images, discussion, etc.; this utilization of diversified teaching strategies helped to enrich the teaching and make the classes more accessible and enjoyable for students. Unfortunately, the overall quality of the teaching was negatively affected by disruption caused by other school activities, and by the teacher’s lack of specialist expertise in this area. Nevertheless, the students who had been taught using this film appreciation education model were able to: describe film plots (in terms of how the film begins, develops and ends); explain the meaning of a film’s main theme-although it will require designing further teaching strategies for them to provide in-depth explanation of the film’s meaning, and their ability to make formal analysis depended on the teachers’ specialist knowledge; perform a rough analysis of the major formal aspects of a film; and put forward their own views on a film. Reflecting on the films that they had seen encouraged the students to change their own ways of thinking and behavior; the students enjoyed learning from the films, and felt that this approach to learning was a valuable one.

Reflection and peer feedback for augmenting emotional intelligence among undergraduate students: A quasi-experimental study from a rural medical college in central India.

Professionalism is the foundation of the doctor-patient relationship with emotional competency at its core. This competency is based on emotional intelligence (EI), contributing to effective work performance. As EI is reasonably new in health professions education in India, this study was conducted to assess the effect of reflection and peer feedback on EI scores among undergraduate medical students and explore facilitating and hindering factors for augmenting EI. This pre- and post interventional study was conducted among 94 final-year (Part I) medical students from a rural medical college in Central India. Baseline assessment of EI scores was done using a self-reported validated EI scale, and then, a mini-workshop was conducted to sensitize students on EI and to train them in writing reflection and giving peer feedback. Between the pretest and posttest, students were asked to write weekly reflection and take monthly feedback from the "peer" of their choice. Posttest assessment was done at 1 week, 1 month, and 3 months. Force-field analysis was undertaken with 10 students each with highest and lowest EI scores to assess facilitating and hindering factors. There was a significant improvement (P < 0.0001) in the EI scores at each subsequent time point from baseline. Students who were male, from nuclear families and considered themselves spiritual had significantly higher median EI scores. Students reported self-motivation, social support, and openness to learn new things as enabling forces for augmenting EI. Hindering factors were time constraint and lack of mutual trust in the relationship between students. Based on the findings, it can be concluded that personal introspection methods such as self-reflection and peer feedback help to improve the EI of undergraduate students. Therefore, it is imperative that the students are trained in these skills for building their emotional competencies.

The purpose of orientation and role modelling in the clinical practice environment

Orientation and role modelling are two specific teaching strategies, that when implemented effectively, can have a profound positive impact on learning. Orientating the student to the healthcare facility, the healthcare team and the creation of shared expectations, establishes a positive and supportive environment for learning and socialises the student to the workplace. Indeed, a well-planned orientation can be both effective and inspirational for students. Clinical orientation provides an opportunity to get to know students individually as well as an opportunity to establish the future working climate within the work group. Taking time to orient the learner enables the development of partnerships in learning and can save significant time and angst, particularly when compared to cases where partnerships and shared understandings are not established. It is essential that the clinical teacher take every opportunity during this critical time to establish a positive climate for learning. Ways in which to conduct orientation and establishing effective interpersonal relationships with students will be presented. Similarly, role modelling is a powerful teaching tool for passing on the knowledge, skills, and values of a profession. Student learning from role models occurs through observation and reflection, and is a complex mix of conscious and unconscious activities. Role modelling is said to have three categories; clinical competence, teaching skills and personal qualities. Clinical competence encompasses knowledge and skills, communication with patients, staff and students, and sound clinical reasoning and decision making. A student-centred approach to teaching and learning incorporating effective communication, feedback, and opportunities for reflection is essential to effective role modelling. Personal qualities such as compassion, honesty, and integrity, and effective interpersonal relationships and professionalism are equally important. There is substantial evidence that health professional students are exposed to both good and bad role models. Ways in which to provide positive role modelling will be presented.