Quality Of Teaching Research Articles

Readiness for hospital discharge and associated factors in patients with oral cancer: A cross-sectional study.

To evaluate the current status of discharge readiness among postoperative oral cancer patients and identify the primary associated factors. Information from 713 oral cancer patients was collected using questionnaire surveys. One-way ANOVA or t-tests were employed to compare differences in discharge readiness across various demographic characteristics. Correlation analyses were conducted to examine the relationships between discharge readiness and discharge teaching quality, as well as social support. Multiple stepwise regression analysis was utilized to identify independent factors associated with discharge readiness. The mean discharge readiness score of postoperative oral cancer patients was 89.52±8.63. Seven variables, such as age, marital status, and income, were identified as significant associated factors. Furthermore, both the quality of discharge teaching and social support exhibited a significant positive correlation with discharge readiness. Postoperative oral cancer patients had moderate levels of discharge readiness and social support but low levels of discharge teaching quality. Discharge readiness among these patients is linked to various factors.

Construction of a Vocational Education Teaching Quality Governance System based on Genetic Algorithm

Construction of a Vocational Education Teaching Quality Governance System based on Genetic Algorithm

A Unique Simulation Methodology for Practicing Clinical Decision Making.

While bedside teaching offers invaluable clinical experience, its availability is limited. Challenges such as a shortage of clinical placements and qualified teaching physicians, coupled with increasing medical student numbers, exacerbate this issue. Simulation-based learning encompasses varied educational values and has the potential to serve as an important tool in medical students' education. In this study, we evaluate a new Clinical Decision Making Integrated Digital Simulation (CDMIDS) method that was developed in order to enhance the clinical decision-making competency and self-confidence of medical students early in their clinical training through practicing fundamental core skills. The study compares 108 4th-year medical students' questionnaire responses pre-/postself-assessments following practice of a new clinical decision-making simulation methodology. Results indicate a positive participant experience, with the simulation perceived as a valuable platform for practicing integrated bedside decision making. Notably, participants demonstrated a statistically significant increase in willingness to make clinical decisions. The simulation contributed to enhanced knowledge, professional skills, and self-confidence in clinical decision making. The use of a CDMIDS method integrates clinical decision making as part of early medical school curriculum. Moreover, the method boosts learners' professional confidence, self-directed learning, and additional experiences. The method is flexible and can be applied in any medical school, especially those with limited resources, by making specific, localized modifications.

Integration of Ideological and Political Education into "Financial Management" Curriculum: Teaching Reform and Practice Research

With the continuous deepening of higher education reform, integrating ideological and political education with professional course teaching has become an important direction for educational innovation. This paper takes the "Financial Management" course as an example to explore the integration strategies, implementation paths of ideological and political education in professional teaching, and its impact on improving teaching quality and students' comprehensive qualities. This paper employs literature analysis, case study, and teaching experimentation methods to construct a teaching model for ideological and political education in financial management courses, proposes specific integration strategies, and validates the effectiveness of these strategies through empirical research. The research results show that the effective integration of ideological and political education can significantly enhance students' professional ethics and social responsibility, while also promoting students' in-depth understanding and application ability of professional knowledge. This paper has certain theoretical and practical significance for promoting higher education curriculum reform and achieving the organic unity of knowledge impartation and value guidance.

‘Don’t do anything special for us coming’: the mental health impact of Ofsted inspections on teacher educators in England

ABSTRACT Ofsted inspections of Initial Teacher Education (ITE) providers aim to enhance training quality for pre-service teachers in England. However, research rarely examines the impact of these inspections on the wellbeing of Teacher Educators (TEs) based in Higher Education Institutions (HEIs). This study, part of a broader investigation into burnout among HEI-based TEs in Ireland and the UK, focuses on the English context, where the inspection practices of Ofsted have been identified as significant stressors. Drawing on data from the Copenhagen Burnout Inventory (CBI), open-ended survey questions and interviews, this study provides preliminary insights into the mental health effects of Ofsted inspections on TEs. It reveals that inspection processes contribute to anticipatory stress, increased workload, and performative pressures, negatively impacting TEs’ professional morale and wellbeing. The paper recommends reforms such as predictable inspection schedules, streamlined documentation, and dedicated mental health support for TEs during the inspection period.

Evaluation of undergraduate forensic medicine education in Nepal: a critical analysis using Schwab’s five commonplaces and Schubert’s curriculum images

Following the establishment of Nepal’s first medical college in 1972, forensic medicine was introduced in 1978. To date, 25 medical colleges in the country have included forensic medicine as a compulsory subject in the undergraduate medical curriculum. Although this subject has been introduced into the medical curriculum, the outcome is unsatisfactory, as reflected by the poor medico-legal reports prepared by newly graduated medical students. Forensic medicine education is therefore at a critical juncture with challenges while paving the way for opportunities to improve. In this analysis, we examined the current state of forensic medicine education for the undergraduate medical programme in the country. For this purpose, we used Schwab’s five commonplaces in the curriculum. We then evaluated the curriculum from the perspective of Schubert’s curricular image frameworks.We noted significant differences in the curriculum content, teaching methods, and practical training across the curriculum. An acute shortage of qualified teachers, limited resources, and inconsistent curriculum updates have further complicated the situation. The current curriculum does not address cultural sensitivity, which should not be overlooked during medico-legal practices.Following the curriculum evaluation, we find room for improvement and propose recommendations. First, the forensic medicine curriculum should be standardized and uniform to address national needs. There should be uniformity and improvement in practical hands-on training. The manpower should be trained to work in rural settings with limited resources so that the overall justice system of the country can improve. Recent technological advances should be incorporated into the curriculum and interdisciplinary collaboration encouraged. Allocating more scholarship/sponsorship seats for postgraduate programmes and recruiting skilled graduates to be evenly distributed regionally would be important steps toward strengthening the country’s medico-legal proceedings and justice system.

Empowering STEM teachers with TPACK: Insights from the DECODE online professional development program

This study was carried out to analyze an online science, technology, engineering, and mathematics (STEM) teachers’ professional development using the DEmonstration, CO-train/design/teach, DEbrief (DECODE) model to empower teachers in refining technological pedagogical content knowledge (TPACK) skills. The model was performed due to the focus on STEM education as well as the ongoing challenges posed by the virtual environment era. The online DECODE model is mainly based on virtual lectures in combination with hard copies of instructors’ manuals, forming a blended training model. Therefore, the model empowered teachers to refine TPACK skills through familiarization with various software technologies and enhancing proficiency in instructional design. A total of ninety-one teachers from diverse educational settings, including urban, suburban, and rural schools, actively participated in a comprehensive 72-hour study. A willingness to engage in similar STEM-TPD sessions in the future was expressed after the analysis of open-ended questions. Furthermore, the paired sample t-test results showed a significant difference in TPACK ability before and after the training (t = 4.21; <i>p </i>= <.001; <i>d </i>= .82). The results showed that online teachers had increased the understanding and ability of TPACK after participating in online STEM-TPD workshop. Therefore, STEM-TPD with the DECODE model was essential to preserving teaching quality in the virtual and digital age.

Self-assessment of didactic performance of psychology and education professors in Mexico and Peru

IntroductionThe evaluation of teaching performance in didactic interactions has generally been approached from the student’s perspective, with little literature on evaluation based on the teacher’s own perspective. Having an instrument that allows self-evaluation of teaching performance during didactic interactions will contribute to improving the quality of teaching and learning at the university level.ObjectivesThe validity and reliability evidence for the scores of the self-evaluation questionnaire of the teacher’s didactic performance are examined. The self-assessment of didactic performance is analyzed and the general didactic performance of the teacher and of his interactive episodes is contrasted according to some socio-academic characteristics. Method: Methodological, instrumental, descriptive, comparative and predictive cross-sectional study. A total of 203 teachers participated, of whom 64 were professors from a public university in northwestern Mexico, and 139 professors from two public universities in Peru.ResultsSatisfactory evidence of content-based validity was found, Aiken’s V estimates were higher than 0.70 for all items in the criteria: clarity, pertinence and relevance. As for the evidence of validity based on the internal structure of the construct, satisfactory results were found with the confirmatory factor analysis strategy for a multidimensional model of seven oblique factors (CFI = 0.99, TLI = 0.98, RMSEA = 0.05, SRMR = 0.06) and a second-order factor model made up of two general factors and seven specific first-order factors (CFI = 0.98, TLI = 0.98, RMSEA = 0.06, SRMR = 0.07). Evidence of convergent and discriminant validity was also acceptable. The reliability for the overall score of the questionnaire as well as for the interactive episodes evidenced McDonald’s ordinal alpha and omega coefficients ≥0.94 and H coefficient ≥ 0.95. With respect to the comparative analyses according to the professional training discipline and the sex factor, differences were found for a small effect size (d > 0.20) in favor of education teachers and women both in general didactic performance and in the teaching and formative evaluation factors. Likewise, being an education teacher and a woman is more than twice as likely to have optimal teaching performance. As for the nationality of the teachers, no significant differences were found.

Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs

General education teachers are professionals equipped to teach learners in general education classrooms. However, due to the insufficient number of qualified special education teachers and the rising number of students with disabilities, these teachers are compelled to handle learners with special educational needs (LSENs). This study aimed to explore and understand the lived experiences of general education teachers in handling learners with special educational needs. The study employed qualitative method, particularly phenomenological design. The participants were purposively selected and interviewed through in-depth interviews and focus group discussions. Thematic analysis was employed to identify themes in the data. The results showed that teachers collectively experienced challenges in instructional skills, negative attitudes toward work, uncooperative parents, behavioral issues, and the responsibilities of handling learners with special educational needs. An analysis of participants' responses revealed that teachers overcame challenges by self-upskilling through internet resources, demonstrating adaptability, utilizing support systems, and maintaining strong faith in God. The participants shared insights on the belief that teaching is a noble profession and the necessity for special education training and seminars for non-special education teachers. The results suggest that teachers lacking sufficient knowledge, skills, and experience in handling learners with special educational needs may face various challenges affecting their emotional stability, spiritual well-being, and physical condition. Accordingly, the Department of Education should strengthen its frameworks to safeguard teachers from learners with alarming behavior and offer additional support that empowers teachers' commitment to quality inclusive education.

Unpacking the complexity of English language teacher-tutor identities in Kazakhstan: a qualitative inquiry

ABSTRACT Research on English private tutoring (EPT) is still in its infancy despite its global impact on education systems and society. Informed by the poststructuralist view of identity, this qualitative study investigates the relatively underexplored area of the complex identities of English language teacher-supplied EPT in Central Asia. The data were collected from two rounds of semi-structured individual interviews with 22 English language teachers from five mainstream schools in Astana, Kazakhstan. The findings suggest that most participants identified economic benefit as the main reason for providing EPT, embodying multiple identities such as ‘commercialised education providers,’ ‘Robin Hood’ teachers (offering free tutoring to selected students), and individuals entangled in ‘unethical practices’ (confronting moral dilemmas related to tutoring their students). The participants reported ethical and professional conflicts stemming from the lack of effective monitoring of the tutoring market in Kazakhstan. These conflicts include accommodating requests from tutored students’ parents and encouraging their students to attend EPT with them or to enrol in a tutorial centre where they worked. This study stresses the need for policymakers to improve the quality of teaching in mainstream education and implement effective regulatory measures for the tutoring industry while also examining the nature and effectiveness of fee-free tutoring.

Here and elsewhere, together: how emerging blended synchronous learning approaches and perceptions can inform teaching guidance and support

ABSTRACT Blended synchronous learning, or BSL, emerged in the early 2000s to signify scenarios where remote students and in-the-room students participate in activities together at the same time. The recent proliferation of hybrid teaching provides an opportunity to redefine this teaching model and reassess its potential for contributing to teaching quality. Likewise, the urgent upskilling of staff cohorts to teach in modes like BSL during the pandemic has highlighted the potential role of academic developers in this realm. Semi-structured interviews with 12 teaching staff within a built environments faculty in Australia explored their experience teaching BSL for the first time, and their perception of support from the authors’ academic development group. Their on-the-ground reflections offer implications for supporting high-quality hybrid teaching at scale and justify consideration for long-term investment in BSL across the sector.

Social Factors Contributing to Juvenile Delinquency and Its Impact

Nowadays, the issue of juvenile crime, a hot social issue, has received widespread attention, but there are still shortcomings in comprehensive governance and prevention of juvenile criminal behavior. This paper analyzes the social factors that lead to juvenile crime, concluding that juveniles will commit criminal acts due to negative family environments, subjective and objective socioeconomic status, and inadequate education. In light of this, the paper offers the following suggestions: Create a good family atmosphere at home, parents and children should learn to think from each other's perspectives and strive to build mutual understanding and tolerance between them; Improve the overall quality of teachers in schools, maintain the physical and mental health of every student, and set up a platform for psychological treatment so that professional teachers can take care of the students' mental health problems promptly; Establish a good social governance and safety management system, and do good law-abiding work for juveniles.

Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching

Quality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teaching, motivation, and beliefs about researching and developing teaching. Using data from the Teaching in Higher Education (THE) Survey that was subjected to factor and regression analyses, we found that participants (n = 56) preferred alternative and personal sources of teaching knowledge over formal sources and those offered by academic developers. On the whole, the participants were motivated to teach. Relations were found between beliefs about sources of teaching knowledge and motivation, respectively, and beliefs about research and development of teaching. Implications in terms of the Scholarship of Teaching and Learning and academic development, including the need for increased focus on teacher beliefs and evidence-based practice in higher education, are discussed.

Study on the Role and Problems of Learning Feedback in Primary School Mathematics Classroom Teaching

In education, learning feedback has received widespread attention as an important means to improve students' learning outcomes. However, implementing feedback in primary school mathematics classrooms is still insufficient. Problems such as inadequate feedback and inappropriate feedback seriously affect students' learning outcomes and the development of mathematical thinking. This paper takes primary school mathematics classrooms as the research background and systematically analyzes the current feedback status and problems. The paper also explores the causes of insufficient and inappropriate feedback, especially the impact of tight class time and insufficient teacher feedback skills. The research shows that optimizing feedback strategy is the key to improving the quality of primary school mathematics teaching. Based on the analysis results, this paper makes the following recommendations: combining clear feedback goals with inquiry-based teaching, diversified feedback methods adapted to the level of inquiry, combining precise feedback content with assessment type, adjusting feedback timing and frequency, and improving teachers' feedback skills. The application of these strategies can effectively solve the feedback problem in primary school mathematics classrooms and provide a reference for teaching reform in primary school mathematics.

Motivations for a career in teaching: medical students’ projections towards their future role

BackgroundMedical educators play a crucial role in the perpetuation of the medical profession. Recent concerns have arisen regarding the quality and quantity of current teachers. To comprehend this shortage, it is key to understand future physicians’ attitudes towards venturing in education, their motivations and possible detracting factors. This study aims to explore graduating students' attitudes towards a future teaching role and identify motivating and hindering factors.MethodsSixty-eight students in their final year of medical training answered a digital questionnaire. Responses were processed using descriptive statistics and qualitative coding for the open-ended questions.ResultsTeaching was the second most prevalent aspiring role (59%) after the clinical one. The most mentioned motivations were contribution to the future of medicine (50%), passion (31.8%) and sense of social duty (18%). Conversely, top hindering factors revealed non-economic disadvantages (85%), economic disadvantages (39.7%) and cost–benefit rationale (11.7%). Students’ recent experience across the undergraduate path provided insights about the influence of different agents, teachers’ exemplary attributes, and their own projection for their future role. Teaching is predominantly viewed as an honorable and aspirational role but constrained by inadequate economic compensation. Students feel confident on this path, with limited understanding of teacher professionalization.ConclusionsUnderstanding students’ perspective in pursuing teaching careers offers insight that can address longstanding issues in the field. Strategic initiatives should focus on amplifying motivational factors, and addressing demotivational factors, like the lack of economic incentives, to strengthen the appeal of the teaching profession, and offer better resources to aspiring medical educators that may heighten their satisfaction and attract new aspiring professionals keeping high standards in their professionalization and performance.

Holistic Education Framework for Individualised Anti‐Stigma Quality Learning

ABSTRACTIn any educational setting, stigmatisation and implicit biases can stifle growth and reduce the quality of the learning experience of students from low socio‐economic status by creating invisible barriers to opportunity and achievement. Furthermore, due to the lack of monitoring and mentoring, these invisible barriers become harder to detect and overcome. Considering that human learning potential has no limits, there is a need for quality teaching and learning processes that provide fitting unstigmatized learning experience to each individual learner. To achieve the fitting learning experience and desired outcomes, understanding teaching quality is essential for continuous improvement of educational objectives, curricular contents and instructional delivery. Considering that teaching and learning are two interconnected phases of any educational process, both teaching and learning have distinctive subphases leading to desired outcomes that are tied to the long reaching educational objectives. It is evident that, at the end of any successful education process, the learning outcomes demonstrated by the constructed learning of the learner are strongly linked to the quality of the instituted educational objective, curricular contents, and quality unstigmatized delivery of the teacher to each individual learner. In fact, studies of the quality of the learning experiences show that one of the main keys to maximising learners' success is the quality of course contents and instructional activities. To ensure quality of the learning experience to all the learners in the class, these instructional activities must provide the needed monitoring and mentoring to each individual learner. In this paper, a framework for individualised unstigmatized holistic education process teaching and learning phases is discussed from quality of education perspective. The framework addresses the full learner development, the corresponding holistic teaching, and the teacher learner interface. The essential elements, subphases and key characteristics are discussed through the development of the three educational framework domains. The development and deployment of the presented framework are illustrated in higher education context.

Biosensors on teaching quality in applied higher education institutions from a biomechanical perspective

Biosensors on teaching quality in applied higher education institutions from a biomechanical perspective

An approach to teaching the psychiatric interview

The psychiatric interview serves as the cornerstone of psychiatric practice. It is therefore essential that we find effective ways of teaching students how to conduct a psychiatric interview. The present paper arises from two faculty members at Memorial University of Newfoundland and Labrador considering how to improve the quality of teaching of the psychiatric interview to preclerkship undergraduate medical students, before they begin the clinical portion of their training. The interview is taught in discrete pieces initially (e.g., discussing confidentiality, screening for suicidal ideation, taking a history for depressive disorders, etc.) before being assembled into a whole interview.The sessions are led by psychiatrists and residents who play the role of the patient. They use prewritten cases but can improvise to challenge or direct the students. Students receive real time feedback. The flexibility allows for students to repeat and vary their approach in response to feedback.Anonymous course evaluations showed improvement in student satisfaction with the new psychiatry clinical skills teaching. Prior to implementing the new approach student satisfaction was at 3.9/5. With the new method scores improved to 4.7/5 and 4.5/5 in the following two years. Clinical skills OSCE scores remained stable with modest improvement following implementation. The class average was 8.5 in the year prior to implementation and were 9.1, 8.6 and 8.8 in the years following. As a side benefit, the approach lent itself well to being delivered remotely so it continued to function well during the disruption resulting from COVID-19.

Teaching Modification and Practice of Experiments in Fermentation Engineering

Microbiology and Fermentation Engineering is one of the very important specialized courses in biotechnology majors, which is in the core position, and it is a discipline with strong practicability and applicability. In addition, the course of Fermentation Engineering is characterized by large knowledge span, many difficult contents, fast scientific and technological updating, and strong practicability, etc. Therefore, the Experiment of Fermentation Engineering is the best way to improve the theoretical knowledge. Fermentation Engineering Experiment is a practical content necessary for the consolidation of theoretical knowledge. In the past, the teaching content is generally biased towards verification experiments, and lack of independent design experiments. Summarizing years of teaching experience, the author has summarized a set of teaching mode of “Fermentation Engineering Experiment” with students independent design as the main body and the textbook as the basis, including several aspects such as the design of teaching syllabus, the setting of teaching content, and the determination of assessment methods. In order to improve the quality of teaching, so as to cultivate high-quality application-oriented professionals.

How can the connection model for integrating Information and Communication Technology solve four major grade 12 accounting problems?

There are several problems that affects the quality of teaching and learning in accounting in secondary schools. In grade 12 particularly, English language misunderstanding, limited advance teaching skills and abilities, restricted teaching times and lack of parental support have been observed as major problems that hinders quality teaching and causes poor academic performance. Therefore, this study aimed to demonstrate how the connection model for integration of Information and Communication Technology can solve these four major grade 12 accounting problems. Actor Network Theory (ANT) informed this empirical inquiry. In addition, critical paradigm and Participatory Action Research were used to understand the research phenomenon. Six teachers were purposively sampled to participate in the discussion and the data collected was analysed using a content analysis. Results showed that connection model can solve the four major problem in grade 12 by offering opportunities of communicating in one language and using auto-correct to improve vocabulary. Through reinforcing technological knowledge and skills for new pedagogical ideas. Furthermore, by providing an alternative convenient learning method and connecting teachers with parents via WhatsApp. Considering the above results, the study suggested that connection model must be more embraced in accounting. The model must be documented and made available to accounting teachers to also use it for ICT integration in accounting. It is recommended that the connection model should be developed into an app for accounting.