Classroom Sessions Research Articles

Characterization of extended-spectrum beta-lactamase-producing Enterobacteriaceae from recreational water in Athens, GA, using an undergraduate laboratory module.

We present a laboratory module that uses isolation of antibiotic-resistant bacteria from locally collected stream water samples to introduce undergraduate students to basic microbiological culture-based and molecular techniques. This module also educates them on the global public health threat of antibiotic-resistant organisms. Through eight laboratory sessions, students are involved in quality testing of water sources from their neighborhoods, followed by isolation of extended-spectrum beta-lactamase-producing Enterobacteriaceae. By the end of the module, students should be able to isolate Enterobacteriaceae from the environment using selective and differential media, identify isolates using biochemical tests, characterize antibiotic resistance phenotypes using Kirby Bauer and MIC tests, and evaluate the presence of select beta-lactamase genes of interest using PCR. To complement laboratory sessions, students participated in a weekly flipped classroom session with collaborative peer discussions and activities to reinforce concepts applied in the laboratory. Learning outcomes were measured over four semesters with concept checks, in-lecture activities, exams, and laboratory reports. We hypothesized that more than 50% of the student population would achieve each learning objective through the implementation of this authentic research laboratory module. Here, we highlight specific questions used to assess learning objective comprehension and demonstrate that each learning objective was achieved by 65%-100% of the student population. We present a ready-to-adapt module with flexible resources that can be implemented in courses across disciplines in biology, microbiology, environmental sciences, and public health.

An Experimental Study of the Impact of Teachers' Expectations and Pressure on the Skill of Speaking English as a Foreign Language of Elementary Students in Aseer

This experimental study, conducted over ten classroom sessions, examined the influence of teachers' expectations and pressure on the speaking abilities of EFL elementary students in Aseer, Saudi Arabia. It aimed to explore the relationship between teacher expectations, pressure, and students' speaking skill development and to provide practical strategies for managing pressure while enhancing speaking abilities. The study employed a quantitative research design, incorporating pre- and post-tests to assess students' speaking skills and a questionnaire survey to collect data on teacher expectations and pressure. The study included 32 elementary students, divided into a control group (n=17) and an experimental group (n=15), as well as 107 EFL teachers from various schools in Aseer. The results indicated that teachers' realistic expectations and reasonable pressure significantly improved students' speaking skills, particularly in pronunciation, grammar, and fluency. However, vocabulary skills did not show significant improvement under reasonable pressure. EFL teachers in Aseer held high expectations for their students' speaking proficiency and applied moderate pressure to enhance performance. Differentiated instruction, constructive feedback, and hands-on learning strategies effectively managed pressure and enhanced speaking skills. The study emphasizes balancing teacher expectations and pressure to improve students' speaking skills. It recommends that teachers maintain realistic expectations, clearly communicate them to students, and implement strategies such as differentiated instruction and constructive feedback. Further research could explore the long-term effects of teacher expectations and pressure on overall language proficiency and examine additional factors influencing vocabulary development in this context.

Care of the Transgender Surgical Client: A Video Simulation for Baccalaureate Nursing Students.

Nursing curriculum lacks content addressing care of transgender (trans) individuals. Gender diversity in health care education must be enhanced to prevent discrimination and systemic biases. A shared session between pediatric and medical-surgical courses using an interactive video simulation facilitated student preparation to provide inclusive care for trans surgical clients. Considerations for recruiting a cisgender person vs. a trans person to portray the female-to-male trans client are discussed. Script development and filming of the three videos, including the expected student preparation and the interactive classroom session, is examined. The observed experiences of the student participants and their reactions to the session are described. Discrimination and systemic biases can be minimized when nursing students are exposed to curricula that address the needs of marginalized populations. Use of video simulation in the classroom setting should be considered a valid teaching strategy for more topics in nursing and general health care curriculum. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Challenges and Tensions in Enacting Culturally Responsive Pedagogy – A Case Study in Teaching International Baccalaureate Diploma Visual Arts at an Islamic School in Australia

Inclusive education in Australia incorporates education to support a wide range of students’ physical abilities, social conditions and culture-religious constructs. The case study described here focuses on religious inclusivity in the application of pedagogical strategy within the International Baccalaureate Diploma Programme Visual Arts curriculum. Specifically, it aims to analyse the challenges that may arise from enacting culturally-sensitive pedagogy in teaching Visual Arts at an Islamic secondary school in Melbourne, Victoria, Australia. The research includes analysis of available literature that discusses education in Islam, culturally-sensitive pedagogy and inclusive education. It also includes critical practice-based reflection on the pedagogical strategies used, classroom sessions and students’ responses. The case study covered a time period of one week out of a 20-week unit of work of a Year 11 International Baccalaureate Diploma Visual Arts programme delivered to a class of Muslim students of diverse ethnic backgrounds. The two main challenges that arose are firstly, the need for the teacher to address the Islamic notion of adab (etiquette) in preventing wrong-doing while delivering content deemed prohibited by Islam; and secondly, the accessibility of information from the internet that may contradict the Islamic ethos of the school. The case study suggests that with a responsive attitude towards pedagogical strategy and a respectful approach to the cultural needs of the student demographic, it is possible to mitigate the tensions of delivering content that may be deemed culturally inappropriate in an Islamic school setting without compromising the demands of a rigorous curriculum such as the International Baccalaureate Diploma Visual Arts programme.

The impact of enhancing vascular access care quality through monitoring and training: A multicentre observational study.

This study evaluates the impact of monitoring a primary quality indicator and the effect of training on improving the care and maintenance of vascular access devices. A prospective, quasi-experimental, multicentre study with 10 periodical cross-sections from 2017 and 2020. Adult patients hospitalised over 24 h, with or without vascular access device, excluding those in emergency, psychiatry, outpatients or minor surgery units. The study included 10 cross-sections between 2017 and 2020 in all participating hospitals, using the INCATIV® (Quality Indicators in Intravenous Therapy and Vascular Access) questionnaire. Training sessions for nursing staff were conducted between cross-sections, involving face-to-face sessions in open classrooms and clinical sessions in the units, based on the study Care bundle. 53,991 vascular accesses were analysed, with an average INCATIV Index score of 8.95 (SD: 1.32), showing improvement from 8.09 in the first cross-section to 9.21 in the last. Significant variability was observed between hospitals, with secondary hospitals scoring lower on the INCATIV® Index. Training interventions 1 and 2 showed significant improvement across all hospital categories, whereas intervention 5 did not show significant effects. Compliance with main recommendations was studied, with a notable decrease in phlebitis rates from 4.45% in the first cross-section to 1.23% in the tenth. The study developed a single indicator to assess and quantify vascular access care quality. It demonstrated that implementing a care bundle through serial training interventions and continuous assessment by nursing staff, supported by process indicators and data availability on the study platform, significantly reduces complications and enhances the quality and safety of vascular access care.

A Novel Tool to Assess Faculty Development Needs Utilizing Student Evaluations.

Background Contemporary academic institutions confront substantial challenges in professional development amid rapid technological advancements. Historically, faculty professional development has relied on individual initiatives or peer assistance. Our medical school encountered analogous obstacles in implementing an innovative curriculum. Consequently, we established a faculty development program predicated on a needs assessment survey, student evaluations, and faculty performance appraisals. This study aimed to elucidate the development, implementation, and outcomes of our faculty professional development program interventions. Methods The faculty development program was initially constructed based on a survey of 17 founding faculty members. A descriptive analysis of the results was conducted and utilized to formulate a structured faculty development program. The implementation of the initial plan was primarily achieved through seminars and hands-on workshops. This was subsequently evaluated using end-of-course student feedback to determine the necessity for further faculty development. Based on these findings, additional faculty development sessions were implemented by external sources. Student evaluations were again employed to assess the efficacy of the faculty development sessions. Results Among the four main categories, the areas deemed most critical were as follows: (1) curriculum development themes, including the development of integrated courses and team-teaching courses (100%), designing student learning experiences (95%), and effective writing assignments (90%); (2) teaching skills, specifically obtaining training for effective team-based learning (100%); (3) assessment and evaluation, encompassing writing test questions (96%), assessing assignments (95%), and responding to students' self-assessments (95%); and (4) technology in academia, including online teaching resources, video conferencing, and webcasting skills (100%), creating voice-over PowerPoint(Microsoft Corp., Redmond, WA) presentations (95%), and training in online assessment platforms (96%). Student survey results indicated improved faculty performance in flipped classroom and laboratory session instruction. The program continues to evolve based on faculty and student input. Conclusion In addition to traditional faculty self-reflection and needs assessment methodologies, we discovered that student feedback provides a comprehensive perspective on faculty improvement and professional development requirements. Overall, the faculty development program demonstrated effectiveness and satisfaction among participants.

The Impact of Digital Mathematics Textbooks on Teacher-Student Interaction: Evidence from Behavioral Sequence Analysis

Research and development of digital mathematics textbooks are increasingly conducted in various countries, and they have been proven to have a positive effect on students' mathematics outcomes. However, there is limited research analyzing the effect of digital mathematics textbooks on teacher-student interaction. This study examines the impact of digital mathematics textbooks compared to Traditional Multimedia Classrooms (TMCs) on teacher-student interactions in secondary school settings in China. Eight classroom sessions were analyzed using a modified version of the iFIAS behavior coding scheme, with 7126 interactions recorded and reviewed from classroom videos. The analysis focused on four interaction themes: teacher-student, student-student, teacher-technology, and student-technology. Results from the Lag Sequential Analysis (LSA) indicate that while TMCs primarily facilitate teacher-technology interactions using interactive whiteboards, classrooms with digital mathematics textbooks enhance student-centered interactions, including both student-student and student-technology. Although the quantity of teacher-student interactions did not increase with digital textbooks, the quality and diversity of these interactions improved, promoting a more student-centered learning environment.

Findings from the Mighty Girls Efficacy Trial: Changes in Acceptance of Dating Violence.

Test efficacy of the social emotional learning (SEL)-based Mighty Girls program, a program culturally tailored for English-speaking Hispanic/Latino girls in seventh grade comprised of classroom sessions and a virtual reality computer game. We hypothesized that the curriculum would decrease risky sexual behaviors in a program that can be used as part of a comprehensive sex education curriculum or as a stand-alone program. A randomized group trial was conducted in which 22 low-income, predominately Hispanic schools within the Miami-Dade County Public School System were randomly assigned to intervention (consented n = 335) and control (consented n = 217) conditions. All study activities occurred after school. Primary outcome measures were resistance self-efficacy, acceptance of dating violence, sexual intentions, and sexual behavior. Assessments occurred at baseline, immediately post-intervention, 3-, 12-, and 24-months post-intervention. Changes in outcomes from baseline to 24 months were modeled using multi-level models to account for nesting of students within schools with full information maximum likelihood to account for missing data and baseline school attendance and enrollment in free and reduced lunch as covariates. Analyses are also controlled for multiple testing. The program had a significant effect on reducing acceptance of dating violence at 24 months post-intervention (estimate = -0.083, p ≤ 0.05), but no effect on resistance self-efficacy, sexual intentions, or sexual behavior (p ≥ 0.58). Study findings demonstrate that a social emotional learning (SEL) curriculum can impact sexual behaviors such as susceptibility to dating violence. Low baseline levels for sexual intentions and behaviors as well as a high baseline of efficacy may have impacted findings for the other outcomes.

Integrating Gender-Affirming Care in a Medical Spanish Endocrine System Curriculum.

With a growing Hispanic population in the United States, medical education is adapting to provide the necessary language skills and cultural competence for effective health care. However, the incorporation of gender-affirming care in the context of medical education for Hispanic populations requires further emphasis. This curriculum presented a 3-week medical Spanish endocrine system module designed for first-year medical students. The module aimed to enhance students' ability to communicate effectively with Spanish-speaking patients about endocrine health while integrating principles of gender-affirming care. It included classroom sessions, standardized patient practice, and clinical practice with peer tutors. Pre- and postmodule surveys and assessments were conducted to evaluate the module's effectiveness. Out of 76 participants, 72 completed the postmodule evaluation. Survey results indicated significant increases in confidence levels across various aspects of patient interaction in Spanish, with statistically significant gains observed in all assessed areas. Knowledge test outcomes revealed enhanced proficiency in Spanish terminology related to the endocrine system, with scores increasing from an average of 22.3 premodule to 25.7 postmodule (p = .002), as measured by the paired t test. Additionally, students performed well in the diabetic consultation objective structured clinical examination station, with a high mean score of 86%, surpassing the satisfactory threshold. This curriculum highlights the success of a comprehensive educational approach in expanding medical students' language proficiency and ability to provide gender-affirming care to address health care disparities and improve patient outcomes among diverse populations.

Group Rapport Building in an Institutionaized Face-To-Face Interaction: a Case Study

When people are engaged in any interaction, they are likely to respond to each other's verbal and nonverbal cues. This responsiveness is a critical factor in the notion of rapport. In this paper, the author argues that the same human dynamics that govern everyday conversations are at play between participants in institutionalized conversations such as classroom discourse. The purpose of this study is to develop critical aspects of "conversational involvement" (Duranti, 1986; Goodwin, 1986; Gumperz, 1982; Tannen, 1985) as rapport-building devices and to provide observable phenomena that characterize rapport with participants' verbal and nonverbal cues in informal and formal conversation. In this study, nine people participated: a Korean professor of an elementary Korean language class at a major US university and eight undergraduate students whose first language is English. Three fifty-minute classroom sessions were videotaped, and segments that illustrated the teacher's and students' behaviors that facilitated rapport were transcribed and qualitatively analyzed. The author recorded the frequency of the teacher's verbal and nonverbal cues that appeared to foster rapport. This study found that the teacher shared small talk in informal before-class conversations by bringing up insignificant details about daily life. The teacher played the role of teacher during class by directing a lesson. However, she continued to utilize various rapport-building devices through selected verbal and nonverbal cues to engage her students in the conversation. In this classroom, as in everyday conversation, the participants demonstrated their desire to listen to, be responsive to, and be influenced by individuals in a certain way. The participants were part and parcel of achieving their goals in the classroom. The participants created a certain alignment to achieve their goals and signal that they were involved in the interaction. Then, the students would be able to learn the target language more through the involvement of the classroom activity, which is one of the outcomes of good rapport.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

Mobile Learning Readiness Among Malaysian Students at Higher Education in Learning Mathematics

Mobile learning offers many advantages for students. It provides easy access to learning materials, increases student engagement, encourages collaboration, and allows for more personalized learning. The accessibility of mobile devices does not ensure that students will use m-learning in education, especially in mathematics. One way mathematics has been studied is through traditional classroom sessions where a teacher teaches students one-to-one. This approach is time-consuming and can be difficult for some students to follow. Therefore, this study’s objective is to determine the readiness of students in higher education to use mobile learning in learning mathematics. In total, 128 students voluntarily participated in this study. The survey was divided into three sections: section A is for personal information, section B is for mobile devices, and part C is for readiness to use mobile learning. The result showed students were ready, willing, and welcome to use mobile devices and technology to support their learning, but it is important to note that most of the scores were average. To further enhance students' engagement and motivation towards m-learning, addressing any potential barriers or challenges hindering their readiness may be helpful. At the end of this study will contribute to the body of knowledge on mobile learning readiness and promote the use of mobile technology in education.

Studying the Effectiveness of the Flipped Classroom Teaching Method for Promoting Education Students' Academic Performance and Learning Outcomes in Saudi Universities (A Comparative Study)

This study examines whether the flipped classroom teaching method effectively improves the academic performance and learning skills of education students in Saudi universities, unlike traditional lecture-based pedagogies. Guided by constructivist learning theory, the research employs an autoethnographic methodology based on the experiences of the author as a student and educator in Saudi Arabia and Australia. This study examines how flipped classrooms integrate technology, student autonomy, responsibility for learning, engagement, and satisfaction. therefore, the flipped classroom is an educational approach that delivers theoretical content to students via videos or online learning materials to be studied at home. In classroom sessions, it focuses on practical activities, discussions, and problem solving, which enhances understanding and practical application of concepts, and increases student engagement. Results from this study indicated positive effects on the student's academic achievements and involving them in more interactive learning. This study suggests that adopting the flipped classroom method could result in relatively better academic preparation for modern educational challenges in Saudi higher education. A future empirical research that examines the effectiveness of the flipped classroom method on education students in Saudi universities is recommended. In order to make generalizations based on the findings, non-probabilistic sampling must be applied.

Módulo de promoción del uso responsable de antimicrobianos en odontología: diseño instruccional guiado por la teoría de carga cognitiva

IntroductionAproximately 30% to 50% of annual antimicrobial prescriptions are inappropriate or unnecessary, enhancing the development of bacterial resistance. It has been proposed that the responsible use of antimicrobials in undergraduate programs be emphasized. However, teachers usually do not manage effective strategies for this purpose. Aims1. Develop an instructional design, guided by the cognitive load theory, of a teaching and learning module to promote responsible use of antimicrobials 2. Evaluate the educational impact of the module on third-year Dental students. MethodsAction research and mixed methodology in four phases. i. Identification of learning needs and outcomes; ii. Instructional design guided by cognitive load theory; iii. Module implementation; iv. Educational impact on students was evaluated using satisfaction surveys, self-reports of learning outcomes achievement and a pre-post knowledge test. Descriptive and analytical statistical analysis (Wilcoxon test) and qualitative content analysis were used. ResultsThe antimicrobial module was designed in Canvas (LMS), allocating protected time for study and a classroom session. The educational impact was evaluated in 48 students. The satisfaction survey reported positive results on their 10 items (minimum 81.3%). The results of the self-reports of achievement of 7 learning outcomes and the pre-post test of 18 questions were statistically significant (p<0.001). ConclusionsThe design of this module could serve as a guide to promote the responsible use of antimicrobials while achieving greater satisfaction with students’ experience and learning outcomes.

The Outcome Evaluation and Impact of Tele-mentoring Prison Medical Officers in Primary Care Psychiatry: A Model from Bihar, India

Introduction: As compared to the general population, prison inmates have a high prevalence of mental illness and substance use disorders. The authors designed and implemented a digitally driven, one-year primary care psychiatry program for medical officers in prison and correctional settings to address this need in Bihar, India. Aim: The study aimed to assess the outcome of training given to prison medical officers deputed by the Government of Bihar. Materials and Method: Five medical officers completed training out of the seven deputed. The training contained brief onsite (three-day) training in “Clinical Schedules for Primary Care Psychiatry” and three online (one-year) modules containing tele-psychiatric on-consultation training (tele-OCT), virtual classroom (VCR) sessions, and a public health module. We measured the outcome using translational quotient (TQ) and primary care psychiatry quotient (PCPQ), which were carried out 6 and 12 months after the onset of training. Results: The TQ scores in the first and second tele-OCT evaluations were 64% and 75.2% at 6 and 12 months of the course, suggesting adequate skill retention. Out of 33,565 consultations over 12 months, medical officers identified 2,947 psychiatric disorders requiring treatment, resulting in a PCPQ of 8.7%. Conclusion: Over a year, the training demonstrated efficacy in acquiring primary care psychiatry skills, and these competencies were applied in providing care for those with psychiatric disorders.

Epistemic practices in conceptions of computer science

ABSTRACT Background and context We address the question of what computer science students take the discipline to be. How students conceive the discipline can influence whether a student pursues computer science, what particular area within computer science they focus on and whether they persist in the discipline. In this paper, we examine the epistemic practices – how knowledge is created and warranted – of students and teacher as a way to understand what computer science is, as practiced by the participants. Objective The goal of this study is to provide an account for how the students and teacher make and legitimize knowledge in the classroom and computer lab. Method In this case study, we use a combination of ethnographic and multimodal methods. The data collected include audio and video recordings and researcher field notes of classroom and lab sessions. The analysis of the data considers speech, marks on the blackboard and embodied actions including gesture and gaze orientation. Findings In both of these learning environments, CS knowledge in the form of general principles and programming practice are discussed by students and the instructor. However, the way in which such knowledge is warranted in these two settings is different. In the classroom, the instructor is the authority that warrants knowledge claims, whereas in the computer lab, the computer plays a key authority role to determine “what works”. Implications This study provides insight into how instructors can design learning environments based on ways they intend knowledge to be created and warranted.

“The changing same” of whiteness in the US LIS academy: a cathartic testimonial from BIPOC faculty scholars

PurposeThere is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US.Design/methodology/approachAdapting Baima and Sude’s (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence.FindingsBIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students.Originality/valueThe findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS’s socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy.

COGNITIVE-MATRIX ANALYSIS AS A TOOL FOR EXPLORING CULTURAL IDENTITY OF A FICTION AUTHOR

The integration of artificial intelligence (AI) technologies into the educational system in general and foreign language teaching in particular makes it possible to significantly enhance students’ foreign language practice and create conditions for more effective formation of foreign language communicative competence components. At the same time, the gradual implementation of AI tools in the educational process, along with its obvious advantages, may cause teachers’ concerns related to the gradual exclusion of the teacher from the learning process and their complete replacement by AI. As a modern paradigm of education, the authors suggest the triad “learner - teacher - artificial intelligence”, within which the interaction of learners with AI is built into traditional teaching methods, enhancing the educational process with new additional opportunities for learners’ foreign language practice. For objective reasons, little time and attention is often allocated to teaching learners to write in a foreign language. AI, which has significant language didactic potential, is able to take over the teacher’s functions of evaluating students’ written work and providing them with feedback in the form of an AI-generated version of an essay and/or recommendations for the revision of written work. In this paper, the authors propose 11 stages of a method for teaching learners to write creative works in a foreign language in the triad “learner - teacher - artificial intelligence”. Special attention in the method is given to the following aspects, which are new for teaching practice: a) compliance of students with the norms of authorship ethics when receiving various types of feedback from AI; b) the need to discuss the results of students’ interaction with AI during classroom sessions. At the same time, the authors note that the teacher is not excluded from the process of teaching learners a foreign language and evaluating their written work. The traditional method of teaching students’ written speech is enriched with additional stages of interaction with artificial intelligence, creating more conditions for students to develop the necessary foreign language speech skills.

Normal Pregnancy Care and Physiology and Select Pregnancy Complications: A Flipped Classroom Case for the OB/GYN Clerkship.

This module teaches core knowledge and skills for undergraduate medical education in reproductive health, providing instruction in the management of normal and abnormal pregnancy and labor utilizing interactive small-group flipped classroom methods and case-based instruction. Advance preparation materials were provided before the education session. The 2-hour session was facilitated by clinical educators using a faculty guide. Using voluntary surveys, we collected data to measure satisfaction among obstetrics and gynecology clerkship students and facilitators following each education session. Capturing six clerkships spanning 9 months, 116 students participated, and 64 students completed the satisfaction survey, with 97% agreeing that the session was helpful in applying knowledge and principles to common clinical scenarios. Most students (96%) self-reported that they achieved the session's learning objectives utilizing prework and interactive small-group teaching. Nine clinical instructors completed the survey; all agreed the provided materials allowed them to facilitate active learning, and the majority (89%) agreed they spent less time preparing to teach this curriculum compared to traditional didactics. This interactive flipped classroom session meets clerkship learning objectives related to the management of pregnancy and labor using standardized materials. The curriculum reduced preparation time for clinical educators as well.

The Challenges of teaching the Subject “Archaeology” in Regional Universities, using the Example of Vanadzor State University

Key words: archeology, archeology of Armenia, teaching, museum practice, excavations, methods of teaching archeology, archeology textbook In regional universities of the Republic of Armenia, the course “Archaeology” is part of the general academic program within the specialization of “History.” The number of hours allocated for this subject may vary depending on the educational institutions. At Vanadzor State University, “Archaeology” is taught for a total of 58 academic hours. We have developed educational materials, including lectures and textbooks, to prepare a curriculum that covers the fundamentals of archaeology and the archaeological periods of Armenia, ranging from early historical periods to the late Middle Ages. Various teaching methods are employed during the learning process, including lectures, seminars, discussions, debates, and practical exercises. Classroom sessions utilize methods such as problem-based lectures, dialogical lectures, discussion-based lectures, seminar discussions, and others, depending on the specific topic and methodology. One of the challenges in teaching “Archaeology” is the absence of a suitable textbook that fully aligns with the curriculum. To address this issue, we propose the development of an interdisciplinary textbook that encompasses the basics of archaeology, geology, and geography. This textbook should cover archaeology from the Stone Age to the Middle Ages, based on contemporary technologies and scientific advancements, while complying with the educational standards of universities. To enhance the effective teaching of “Archaeology” and the preparation of future archaeologists, it is suggested to increase the number of credit hours allocated for this subject in universities and to offer it over two semesters in the first year. This approach will establish a comprehensive link between “Armenian History” and historical periods of the Ancient East.