Evidence-based Instructional Practices Research Articles

Leveraging Observation Research to Improve Instruction for Students With Intellectual Disability: Guidance for Adapting Tools.

Students with intellectual disability benefit from high-quality instruction in reading and mathematics. This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic process of adapting two widely used observation tools initially developed for students with learning disabilities, to address content and instructional practices relevant to classrooms serving elementary students with intellectual disability. Our revised observation tools facilitated more inclusive data collection, taking into account the needs and goals of students with intellectual disability, in addition to their peers for whom the original tool was designed. We offer guidance for researchers and practitioners to make similar adaptations when using research tools intended for other populations or instructional settings.

Vocabulary Learning Strategies Used by Saudi Undergraduate Students at King Khalid University

This study examines the vocabulary learning strategies employed by undergraduate students at King Khalid University in Abha, Saudi Arabia. Its objective is to identify the most prominent strategies used by Saudi undergraduate students at King Khalid University that are concerned with discovering the meaning of new words, vocabulary note-taking, and vocabulary retention and memorization. The research employed a quantitative approach with a descriptive design, collecting data from 84 female undergraduate English students through a structured questionnaire. Statistical analysis was performed using SPSS. The findings demonstrate the prevalence of various strategies, such as contextual guessing, seeking assistance, dictionary use, note-taking techniques, repetition, association, and consolidation. Repetition was the most commonly used strategy, followed by association and practice. The study emphasizes the significance of tailored instructional methods and provides recommendations for improving vocabulary instruction in language education. Ultimately, this research enhances our understanding of vocabulary learning processes and guides evidence-based practices in language education.

Enhancing evidence-based practice in radiography education: Evaluation of an applied curriculum intervention.

It is imperative that radiography graduates are taught to effectively apply evidence-based practice (EBP) in their clinical careers. Teaching the concept is challenging, as it requires educators to embed and scaffold knowledge and skills across the EBP cycle throughout both academic and clinical curricula. The objective of this study was to evaluate an overarching curriculum level intervention that aimed to enhance student radiographers' knowledge, skills, attitudes and practices towards EBP. This is referred to as the Evidence-Based Practice - Applied Educational Intervention (EBP-AEI). The study employed a mixed methods convergent parallel design. Focus groups were used to explore students' experiences of the intervention, and pre and post intervention surveys were used to assess students' knowledge, skills, practices, and attitudes towards EBP. Twelve students participated across two focus groups. Three themes were defined during analysis: 1. knowledge and skills, 2. it's all about pedagogy!, and 3. clinical implementation on placement. Twenty-three students completed the pre-intervention survey and eighteen completed the post. While the survey results were not statistically significant (potentially due to insufficient power), data from the focus groups suggests that EBP knowledge and skills were acquired by students during the intervention. Attitudes of students towards EBP dropped, likely due to challenges the students experienced during both the academic and clinical aspects of the intervention. Developing strong curricula is vital to ensure that radiography graduates are able to implement EBP in clinical settings. Radiography educators should actively consider the scaffolding of EBP across curricula and partner with clinical sites to ensure that placement experiences are enhancing taught curriculum om this space.

Exploring the Neurocognitive Aspects of Creativity and Academic Performance: A Review

This paper investigates the neurocognitive aspect of creativity and academic performance, regarding how these two are interlinked and what implications this has for education. In establishing a theoretical framework, one should be enabled to examine the neurocognitive processes underlying creativity and academic performance: brain structures, neural plasticity, emotional and motivational influences, and environmental stimuli. A systematic review methodology brings into its scope investigations on cortical markers, EEG, and cognitive assessments with respect to the objective evaluation of creativity and academic performance. It includes an overview of the major factors in neurocognitive functioning that influence creativity: working memory, cognitive flexibility, and processing speed; the role of dopamine in creative output; and lastly, the relationship between executive functions and creativity. It presents future neurocognitive interventions, such as cognitive training and mindfulness practices, in improving creativity and academic performance. It therefore calls for integrating neurocognitive research into educational frameworks in a way that optimizes individualized education and calls for interdisciplinary research to bring neuroscience, psychology, and education together in the development of evidence-based educational policies and practices. This should lead to a broad-based analysis and help develop an educational system, neuro-cognitively supportive, for the inclusion of individual differences and closing gaps in cognitive and academic achievement.

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.

Addressing School Absenteeism Through Monitoring: A Review of Evidence-Based Educational Policies and Practices

Addressing School Absenteeism Through Monitoring: A Review of Evidence-Based Educational Policies and Practices

Teaching Procedural Skills: Integrating Educational Theory Into Practice.

Teaching procedural skills is an essential part of health professions education, yet formal training is often lacking from traditional curricula. A workshop on teaching procedural skills was developed as part of a clinician educator track at a large health professions university. Participants included medical residents and fellows (postgraduate years 2-6) from various training programs. The 90-minute, interactive training integrated Gagne's model of instructional design with evidence-based teaching practices. Workshop outcomes were evaluated with pre- and postworkshop surveys. Learner reactions (Kirkpatrick level 1) were assessed via course evaluation. Learning and behavior (Kirkpatrick level 2) were evaluated via attitudinal and knowledge-based questions. Data were collected from three cohorts of participants (2022-2024). Responses were analyzed by paired t test. Residents and fellows from 11 different disciplines participated in the workshops. The survey response rate was 30 out of 35 (86%). Course evaluations were positive for all six questions (mean scores: 4.8-5.0 on a 5-point Likert scale [1 = strongly disagree, 5 = strongly agree]). Postworkshop scores improved significantly for all five attitudinal questions, including "I can apply instructional design theory when teaching procedural skills" (pre: 2.2 vs. post: 4.3 on a 5-point scale, p < .01). The number of participants correctly answering the knowledge-based questions also increased following the workshop. A workshop focused on evidence-based teaching of procedural skills was well reviewed and improved participants' attitudes and knowledge. Strengths of the workshop include its appeal to a broad range of medical trainees, integration of educational theory, and interactive design.

Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors

CC biology instructors' beliefs, collegial support, and perceived knowledge of and skill in using evidence-based teaching practices (EBIPs) positively influence their use. Barriers to using EBIPs reported by CC instructors included the need to cover large amounts of course content, lack of time to prepare for using EBIPs, and student resistance.

Assembling a physical model helps students grasp human somatosensory pathways.

Mastering the complexity of the nervous system is essential for education programs in physiology, anatomy, and neuroscience. Students often struggle when learning somatosensory pathways, which convey information from sensory neurons to the somatosensory cortex in the brain. Active learning activities incorporating physical models have been shown to increase content comprehension as well as enjoyment of the learning process. Here, we present a three-dimensional physical model of somatosensory pathways constructed of durable, affordable, and widely available materials. In an upper level human physiology lab, students assembled the model and then used it to complete case study questions connecting damage to the spinal cord to resulting sensory deficits. This model-based activity was highly effective as indicated by significant increases in content knowledge and positive responses to survey questions on the effectiveness of the activity. This activity incorporates many evidence-based teaching practices that have been shown to increase engagement, inclusion, and mastery of content and provides an effective and fun way for students to learn a challenging topic.NEW & NOTEWORTHY This model-building activity for learning somatosensory neural pathways increases students' content knowledge and is an enjoyable way to learn a complex system. This activity adds to an ever-growing collection of evidence-based learning activities for human physiology courses.

Evaluation of an evidence-based practice education workshop focused on critical appraisal for advanced practice nurses: A before-after intervention study

BackgroundRegarding the evidence-based practice (EBP) process, nurses tend to perceive that critical appraisal of research articles is challenging. Though critical appraisal in EBP has been a frequent topic in medical education, implementing and disseminating existing EBP education for nurses are challenging in countries with limited EBP educational resources. This study aimed to evaluate changes in practice, attitude, knowledge and skills of EBP before and after an EBP workshop focused on critical appraisal among advanced practice nurses.MethodsThis study was a before and after educational intervention study. The workshops were provided in small groups in 2017 and 2018. The targeted nurses were certified nurse specialists (CNSs) who provide patient care and are certified as advanced practice nurses. The workshop was designed to include at least one CNS in each group. The Japanese version of the Evidence-based Practice Questionnaire, with four subscales—practice, attitude, and knowledge and skills of research and practice—was evaluated four times: baseline, immediately after the workshop, and 3 and 6 months after the workshop. At the end of the workshop, the participants wrote their learning objectives and plans for improving their critical appraisal of EBP. A self-reflection questionnaire was distributed 3 months after the workshop, and a qualitative descriptive analysis was used.ResultsEleven CNSs participated in this study. Only the score of the knowledge and skills of research showed a statistically significant change. Many participants did not perform critical appraisal of research articles after the workshop. The facilitators were to have a role in integrating research evidence into practice and the barriers to being too busy, personnel transfers, and insufficient conditions.ConclusionsSelf-efficacy for critical appraisal in EBP might increase through the EBP education workshop. Even nurses interested in EBP require ongoing learning opportunities and organizational support for EBP activities.Trial RegistrationThis study was retrospectively registered with University hospital Medical Information Network Clinical Trial Registry (UMINCTR) on 09/14/2018 (Registration Number. UMIN000034146).

When math legitimizes knowledge: a step by step approach to Bayes’ rule in diagnostic reasoning

INTRODUCTION: Many mistakes in clinical practice arise from confusing the probability of a positive test in those with the disease and the probability of having the disease in those who test positive. This misunderstanding leads to overestimating disease probability, diagnosing diseases in healthy individuals, ordering invasive diagnostic tests, and prescribing unnecessary treatments, resulting in unjustified adverse effect, psychological stress, and increased cost. Probabilistic reasoning is an essential skill to mitigate this confusion, and Bayes theorem is an important tool to accomplish this goal. OBJECTIVE: To present a step-by-step demonstration of Bayes' formula for positive and negative predictive values, fostering understanding and enabling its adoption in evidence-based medicine education and clinical practice as a supporting tool in the decision-making process. METHODS: In this article, we explain the difference between deductive and inductive thinking and how diagnostic reasoning is predominantly inductive, where evidence (the test result) is used to predict the cause (the presence of disease), a path that involves reverse probability, for which our reasoning is hazier. Through a clinical example involving the diagnosis of systemic lupus erythematosus, we use the Bayesian framework as a tool to help understand the difference between sensitivity/specificity (forward probability; deductive) and positive/negative predictive values (reverse probability: inductive). CONCLUSIONS: Excellent doctors are masters at applying Bayesian reasoning without using any formulas: they understand that the most important component of the diagnostic process is the reasoning that originates it and the resulting clinical decision depends on interpreting results considering their interaction with the context, not in isolation. Bad clinical reasoning results in bad clinical decisions, despite how accurate the diagnostic test: garbage in, garbage out. We hope our step-by-step approach to Bayes' rule can help demystify this powerful statistical tool and strengthen the idea that the value of a diagnostic test is directly proportional to the quality of clinical reasoning that led to its request.

Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practice

Automated writing evaluation systems are formative assessment systems that provide immediate, automated feedback on L1, L2, and EFL students' writing in the form of writing-quality scores and suggestions for revising. As such, these systems have the potential for alleviating some of the persistent barriers teachers face to implementing evidence-based writing instruction practices. However, simply adopting this technology without careful attention to how it is implemented will not guarantee instructional benefits. In this article we draw on prior research to make recommendations to effectively integrate automated writing evaluation alongside evidence-based writing instruction practices to improve writing instruction and intervention, leveraging the affordances of this technology while addressing its limitations. Specifically, we discuss how researchers, interventionists, and educators using automated writing evaluation should develop students' knowledge of underlying evaluation criteria; teach strategies for planning, drafting, and revising; supplement automated feedback with effective teacher-provided feedback; and enact goal setting and progress monitoring. Received: 1 August 2024 | Revised: 8 November 2024 | Accepted: 11 November 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Joshua Wilson: Conceptualization, Methodology, Investigation, Writing – original draft, Writing – review &amp; editing, Supervision, Funding acquisition. Tania Cruz Cordero: Writing – review &amp; editing. Andrew Potter: Writing – review &amp; editing. Matthew Myers: Writing – review &amp; editing. Charles A. MacArthur: Writing – review &amp; editing, Funding acquisition. Gaysha Beard: Investigation, Funding acquisition. Emily A. Fudge: Investigation, Writing – original draft. Alexandria Raiche: Investigation, Writing – original draft. Cristina Ahrendt: Investigation, Writing – original draft.

Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice

In this article, we engage with the question of how to create just and humanizing instructional conditions for learning through and about language at school. Rather than an empirical study, this article invites readers to rethink the role of languages in education by introducing and illustrating what we call Pedagogies of Voices (POV). Informed by research and practice, POV instructional approaches acknowledge and leverage the reality of multilingual and multidialectal repertoires in linguistically diverse classrooms, counteracting the tendency towards prescriptivism, which constrains what counts as language learning and teaching in schools. Through vignettes from middle-school multilingual classrooms implementing the TRANSLATE literacy curriculum, we illustrate how POV-inspired instruction transforms the conventions of classroom interactions by scaffolding language learning through relational activities that affirm and expand students’ multilingual repertoires and metalinguistic strategies for learning through and about language. These POV-inspired practices shift the role of teachers, who become learners of their students’ ways with language and shift the instructional goal from a narrow focus on teaching the language of school literacy to a concerted effort to foster flexible, resourceful, critical, and creative student voices—what we call Critical Rhetorical Flexibility. These two shifts, we argue, contribute to creating the enabling conditions to foster inclusive, humanizing communities in which students and teachers experience the joyful challenge of learning through languages together. We conclude with thoughts and considerations for theory, future practice-embedded research, and evidence-based educational practice.

Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers’ knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative study was to identify current practices used by 10 high-school content and special education teachers who teach these students, as well as their recommendations for postsecondary institutions for these students. The findings suggest high-school teachers support the use of differentiated, strength-based individualized instruction for college-bound students with 2eASD, but are generally unable to offer specific examples of how these practices are implemented in their special education or content classrooms. In addition, they seldom focus on the strengths and talents of this population in their classrooms and fail to recommend competitive colleges for their consideration.

A class-oriented architecture for designing learning apps

ABSTRACT In the age of Apps, where almost everyone is fast becoming accustomed to using apps in almost every walk of life. Such widespread production, consumption, and burgeoning proliferation of Apps are also frequently seen in the various educational pitches and we call them “Learning Apps” (LAs). Now, approximately everyone is believing in and engaging through these apps as the mandatory future of our educational-organizations. However, their overwhelming nature surprised everyone including learners, parents, and other stockholders. Every day, a thousand apps get published, and continuously adding in educational categories of various app stores. Significantly, most LA developers are targeting preschoolers. And, who knows if they contain true educational values or not? Nevertheless, this scenario seems elusive. We observe the emergence of several de facto design paradigms, having no or little theoretical basis. Moreover, their design features do not scientifically connect with evidence-based teaching practices. Despite the expansion of enterprises and the development of new tools and technology, there is a lack of a sound app design strategy grounded in established didactics. Realizing this, we developed A Class-oriented Architecture of LAs to facilitate the content experts’ design.

Design and Development of Virtual Reality Application Implementing Age-Friendly Care and the 4Ms: A Quality Improvement Project.

With an increase in the aging population, the application of evidence-based practice in geriatric education can strengthen knowledge, skills, and clinical experience for healthcare students caring for older adults. The Age-Friendly Health System (AFHS) is one of the frameworks founded on providing evidence-based and low-risk care centered on what matters most to older adults, their families, and caregivers. Virtual reality (VR) platforms are gaining popularity due to their ability to provide an immersive, hands-on learning experience resembling an actual medical practice or care setting. Immersive learning enhances students' sensory perceptions, promoting an innovative and engaging way of acquiring concepts that are difficult to teach in real life. This study aimed to design, develop, implement, and evaluate a case-based training module highlighting AFHS and educating medical students on the 4Ms approach in geriatric care (What Matters, Medication, Mentation, and Mobility). The project was a feasibility study completed in two phases. Phase one included planning and developing a case-based scenario incorporating the 4Ms of AFHS. Phase two included implementing and evaluating the VR training module into the geriatric curriculum for medical students. The final VR case displays a hospital and post-acute setting where an elderly patient is admitted for a hip fracture. Students learn how to triage and treat patients from admission to discharge while demonstrating their knowledge of AFHSs. Approximately 10% of students completed the evaluation survey, and preliminary results indicate significant knowledge change in pre-post scenario-based training on an AFHS. The VR education platform and embedded scenario promise an innovative adaptation of technology in learning the concepts of the 4Ms of AFHSs. However, future studies should explore VR education with clinical assessment evaluation to ensure competence in providing age-friendly care.

Experiences Using Media Health Claims to Teach Evidence-Based Practice to Healthcare Students: A Mixed Methods Study.

A multifaceted and interactive teaching approach is recommended for achieving proficiency in evidence-based practice, with critical thinking considered vital for connecting theory and practice. In this context, we advocate the strategic use of health claims in the media to promote critical thinking, complemented by a blended learning approach and a group exam. We conducted a convergent mixed methods study, including a cross-sectional survey with structured and open-ended questions as well as focus group interviews, at Oslo Metropolitan University, during the 2020-2021 academic year. Participants were bachelor's students in healthcare. We employed a blended learning approach, combining digital learning resources, teaching in critical assessment of health claims and evidence-based practice, and a concurrent group exam assignment centered around media health claims. The outcome measures included students' experiences integrating health claims into evidence-based practice teaching and their experiences with teaching approaches and the group exam. Out of 465 participants, 136 (29.2%) responded to the structured questions in the survey. In response to the open-ended questions within the survey, 109 (80.1%) of the respondents shared positive experiences about the course, while 98 (72%) suggested improvements. Additionally, 25 students participated in focus group interviews. Synthesizing the results, we found that students viewed the inclusion of health claim assessment as a useful entry point for learning evidence-based practice. In addition, the students identified both the blended learning design and the group exam as contributors to a positive perception of learning outcomes from the course. Based on student feedback, integrating critical reflection on media health claims into evidence-based practice education, alongside a blended learning approach and a group exam, may be beneficial in teaching evidence-based practice to bachelor's healthcare students. However, further rigorous study designs are needed to objectively assess the effect of the course on learning outcomes. DOI 10.5281/zenodo.6985449.

An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study.

Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. Teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combining the COPUS and self-determination survey results are presented.NEW & NOTEWORTHY This study uses a novel combination of instruments to describe students' intrinsic motivation in response to teaching practices. Findings demonstrate that active learning methods may support higher student motivation. Recommendations drawn from the study include using a variety of active learning methods, using evidence-based instructional methods with fidelity, and monitoring the students' affective response to those methods. Alignment of active learning practices to the components of self-determination may result in higher quality student motivation in science, technology, engineering, and mathematics (STEM) courses.

An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.

In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.

Effects of Evidence-based Intravenous Infusion Therapy Practice Education for Nursing Students Applying the Peer Teaching Method between Seniors and Juniors: A Quasi-Experimental Study

Purpose: This study aimed to organize a training program for nursing students using the peer teaching method between seniors and juniors and to investigate its effects on self-confidence, skill performance ability, and self-directed learning ability.Methods: A non-equivalent control group pretest-posttest design was used. The study population comprised 76 nursing students (experimental group, n=37; control group, n=39) from two universities. The experimental group received four training sessions of 2 hours each, during which peer teaching was applied between seniors and juniors. Data were collected between September 4 and September 15, 2023 and analyzed using SPSS for Windows version 28.0.Results: Compared with the control group, the experimental group exhibited significant increases in self-confidence (t=4.36, p&lt;.001), skill performance ability (t=4.74, p&lt;.001), and selfdirected learning ability (t=2.25, p=.027).Conclusion: Peer teaching between seniors and juniors was found to be an effective tool in nursing education to cultivate nursing students' skill performance confidence, skill performance ability, and self-directed learning ability. The findings of this study can guide nursing professors in designing and implementing educational programs that incorporate peer teaching between seniors and juniors. Future studies should continue to apply peer teaching to nursing education programs and evaluate its effectiveness.