Teaching Modalities Research Articles

Strategic Management on the Preparedness of Selected State Universities and Colleges on the Implementation of Physical Activities toward Health and Fitness (PATHFIT) Courses in Cordillera Administrative Region (CAR)

The Philippine government has implemented the CHED Memorandum Order (CMO) 39, series of 2021, to place a premium on improving student learning outcomes in Physical Education. With the rapid change and quick transition of Physical Education (PE) curriculum as a basic subject at the tertiary level, the higher education institutions (HEIs) need to respond on this reformation. Intuitively, this study desires to contemplate on the preparedness of the new Physical Activities toward Health and Fitness (PATHFIT) courses from selected state universities and colleges in the Cordillera Administrative Region (CAR). This study employed a descriptive quantitative-comparative approach to assess and evaluate the level of preparedness of Physical Education curriculum implementers and their profile towards the implementation of the Physical Activities toward Health and Fitness (PATHFIT) courses along with course program, auxiliary services, and instruction. The reliability and internal consistency of the instrument were measured using Cronbach Alpha. Based on the results, indicators in the instrument fall between 0.70 to 0.90 which implies a good and acceptable questionnaire. For the main data, frequency and percentage distribution were used in treating the profile of the respondents while one-way ANOVA was used to determine the difference in the means of the different groups. T-test and F-test was also utilized to test the significant differences. From the results of the study, the level of preparedness of PE curriculum implementers in terms of course program – which refers to curriculum and auxiliary services like facilities, equipment and materials, and partnership and linkages when grouped according to their profile – is notably prepared. This implies that PE curriculum implementers are equipped when it comes to their knowledge and abilities to teach the different course menus that are stipulated in the CMO 39, series of 2021. Furthermore, the preparedness of PE curriculum implementers in terms of instruction – which refers to teacher competencies in knowledge and skills, instructional management and teaching modality when grouped according to their profile – is prepared. This implies that the implementers are ready and aware in their delivery instruction of course programs and contents.

Pedagogical Practices and Teaching Performance in Physical Activity Towards Health and Fitness 1 (PATHFit1) Leading to a Strategic Teaching Plan

Physical Activity Towards and Health and Fitness 1 (PATHFit1): Movement Competency Training aims to restore the basic movement pattern, which is made up of both locomotor and non-locomotor skills. The focus will be on exercise progression and regression to improve fitness and adapt movement skills to pursuit of independent physical activity. The purpose of the paper is to correlate the pedagogical practices and teaching performance in PATHFit1 in the Local Universities and Colleges in the National Capital Region (NCR). This study used a descriptive comparative-correlational research design utilizing stratified random sampling. Slovin’s formula was used to derive the teacher samples. Out of 116, 90 PATHFit1 teachers were employed as respondents including all 33 Physical Education Supervisors from Local Universities and Colleges in NCR. The study concluded that most of the teacher-respondents have advanced degrees and have participated in numerous professional trainings and seminars. Nearly half have over 11 years of teaching experience. Classroom management and student engagement are the strengths for pedagogical practices. However, teaching modalities, particularly for student motivation and engagement, need to be improved. Instructional delivery engages students well, but there is a need for more support in planning and design. Enhancing multimedia tool usage and inclusive engagement strategies can further improve instruction quality and create a more dynamic learning environment for all students. Higher educational attainment and tailored professional development is crucial for continuous growth, and ongoing support is essential regardless of teachers' tenure. Teachers and supervisors share a common perspective in their evaluations of pedagogical practices and teaching performance, due to shared criteria, common teaching objectives, a collaborative environment, joint professional development, and objective assessment measures. Teachers excelling in pedagogical practices also perform better in their teaching roles. This correlation emphasizes the importance of continuous improvement and professional development to enhance overall teaching quality.

Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs

This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions, hedonic motivation, usage behavior, and intention to use AIEd. Results showed a high level of acceptance among teachers, influenced by factors like age, gender, and teaching modality. Additionally, it was found that constructivist pedagogical beliefs correlated positively with AIEd adoption. These insights are valuable for understanding AIEd integration in educational settings.

Bubbles, deep mediatization and disputes in the field of media in Brazil

This article explores the information and opinion bubbles of the Brazilian political far-right, in a descriptive analytical dimension, from the Brazilian context of January 8, 2023. The central idea of the work is to systematize the processes of formation and maintenance of bubbles by the political agents of the ultra-right and their strategies of dispute for the position of mediators of reality to the detriment of the vehicles of professional journalism, based on the specific modalities of the field of media (Bourdieu, 1997), pointed out by Rodrigues (1990): the pedagogical modality, neutralization, objectification, seduction, and simulation.

Online-to-offline combined with problem-based learning is an effective teaching modality in the standardized residency training of nephrology

BackgroundThe online-to-offline (O2O) teaching method is recognized as a new educational model that integrates network learning into offline classroom education, while problem-based learning (PBL) is a teaching modality that guides students to apply acquired theoretical knowledge to solve practical problems. However, implementing O2O combined with PBL has not been extensively explored in nephrology residency training. This study aims to explore the efficacy of O2O combined with PBL in the standardized residency training of nephrology by comparing it with the traditional lecture-based teaching (LBT).MethodsSixty residency trainees who participated in the standardized training of internal medicine in the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine were equally allocated into O2O combined with PBL (O2O/PBL) or the LBT group demographically matched. Examinations of theory, practice skills, clinical thinking and teaching satisfaction surveys were utilized to assess the teaching effects of the two groups.ResultsParticipants from the O2O/PBL group outperformed those from the LBT group in the examination of theory (81.233 ± 9.156 vs. 75.800 ± 7.009, mean ± SEM), practice skills (104.433 ± 3.569 vs.100.316 ± 4.628, mean ± SEM) and clinical thinking (88.933 ± 4.473 vs. 86.667 ± 3.844, mean ± SEM). There was no significant difference in the teaching satisfaction between the two groups.ConclusionThe current study shows the positive impact of O2O combined with PBL approach on standardized residency training in nephrology without reducing teaching satisfaction.

Impact of an End-User-Designed Education Bundle for Electronic Health Records System Education of House Officers.

Introduction The benefits of Electronic Health Records (EHR)use in clinical care are well documented. However, without proper education and training on EHR systems, clinicians may face challenges in utilizing these technological tools effectively. Suboptimal usage of EHR systems can affect productivity.This study assesses the effectiveness of an end-user-designed education bundle as a supplement to existing training in EHR training for house officers. Additionally, it evaluates the effectiveness of using non-conventional teaching modalities (i.e., short TikTok-style videos)to see how effective and accepted it was in comparison to traditional educational material. Methods A single-armed pre-post-study design consisting of 36 house officers was employed to evaluate the effectiveness of the intervention bundle. The bundle consists of a series of EHR tips and tricks as identified by experienced senior medical officers. The three components of the bundle are a handbook with consolidated tips and tricks, a long-form lecture video, and a series of TikTok-style videos. Distribution was done through healthcare collaborative platforms such as TigerConnect™ (Los Angeles,USA) and email. Results Participants found that the inclusion of our supplementary education bundle results in more effective training for EHR usage, with mean effectiveness with and without the educational bundle being 7.77 and 6.44, respectively (p < 0.001). There were also significant improvements in ease of finding information (7.67 vs 7.14, p = 0.016), performing general functions (7.50 vs 6.89, p = 0.0050), and overall efficiency (7.39 vs 6.92, p = 0.022). We also found TikTok-style videos were non-inferior to more traditional forms of education such as a handbook and traditional long-form lecture videos (p = 0.250). Conclusion An end-user-driven education bundle focusing on high-yield, advanced functions may be useful in enhancing the overall EHR system experience for junior doctors. Of note, TikTok-style videos may be no less effective than traditional methods of EHR teaching.

A flipped classroom approach for dental undergraduate pre-clinical skills training in fixed prosthodontics

Proficiency in practical areas of pre-clinical dentistry must be demonstrated by students in a simulated environment before commencing treatments on patients. Time within simulation teaching laboratories is a finite resource, and this time pressure can lead to behaviours that are detrimental to fine motor skill development. The objective of this case study was to apply a flipped classroom approach for dental undergraduates during pre-clinical skills training to increase time for simulation. A flipped classroom method was implemented during the fixed prosthodontic (dental crown or ‘caps’) component, with lectures and instructional videos delivered in advance of practical sessions. A student evaluation questionnaire was completed by 64 of the 71 participating students (90.14%) and this was compared to the previous cohort who received the traditional didactic face-to-face demonstrations. Statistically significant improvements were identified by students in several areas. Simulation is a widespread teaching modality in healthcare education; adopting a flipped classroom approach can help educators deliver this training in a manner that enhances student development and the current case study is one such positive example in the field of undergraduate dental education. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

A proposal to teach medical students how to use interpreters

IntroductionMedical interpreters are crucial to ensure fair and high-quality healthcare for patients with limited English proficiency (LEP). Despite the need to use high-quality medical interpreters to communicate with LEP patients, medical schools often do not adequately educate their students on how to work with interpreters.AimsThis study seeks to investigate the efficacy of using peer-assisted learning to teach medical students how to properly use medical interpreters. Moreover, the study strives to elucidate if an interactive peer-led model can be an effective teaching modality to train medical students about the basics of using medical interpreters.MethodsA pre- and post-training design was utilized to investigate the efficacy of peer-assisted learning in teaching medical students how to use interpreters. Second year medical students led a two-part workshop consisting of the following: (1) a didactic training session and (2) a practical session where learners interacted with Spanish-speaking standardized patients through an interpreter. Pre-training and post-training responses to survey questions were analyzed to determine changes in student comfort, confidence, and knowledge of best practices when using a medical interpreter.ResultsThere was a statistically significant increase in comfort and confidence with using interpreters after receiving peer-assisted training.ConclusionsA peer-led didactic training followed by an interactive training session can increase student comfort and confidence with using medical interpreters in clinical settings. Peer-assisted-learning may be an effective way to teach some of the best practices of using medical interpreters.

Developing mental health curricula and a service provision model for clinical associates in South Africa: a Delphi survey of family physicians and psychiatrists

BackgroundClinical associates are a health professional cadre that could be utilised in mental health task sharing in South Africa but this is training dependent. The objectives of the study were to identify the potential curricula content, training sites, and teaching modalities for undergraduate and potential postgraduate clinical associate mental health training and to identify the tasks that they should perform based on these curricula.MethodsWe utilised the Delphi method to reach consensus on items with the panel comprising psychiatrists and family physicians. The first round questionnaire of the Delphi survey was developed based on a literature review and the results from earlier phases of the overall study. The survey was administered electronically and consisted of three rounds. Following both the first and second rounds, an updated questionnaire was constructed omitting the items on which consensus was reached. The questionnaire consisted primarily of nine-point scales with consensus based on 70% of participants rating 1,2,3 or 7,8,9.ResultsThere were 26 participants in the first round with this number falling to 23 in later rounds. There was strong consensus on a training attachment to a mental health clinic at a community health centre (CHC) at undergraduate (96.2%) and postgraduate level (100%). Consensus was reached on the importance of training on the management of six categories of disorders at the undergraduate level and nine categories of disorders at the postgraduate level. Clerking patients as a teaching modality reached 100% consensus at both undergraduate and postgraduate levels. PHC clinics, CHCs and district hospitals reached consensus as appropriate settings for clinical associates to provide mental health services. In addition, GP practices and secondary hospitals reached consensus for those with postgraduate training. Consensus was reached on ten of the 21 listed tasks that could be performed based on undergraduate training and 20 of the 21 tasks based on a postgraduate qualification in mental health.ConclusionsThe Delphi panel’s recommendations provide a clear roadmap for enhancing mental health curricula for clinical associates, enabling their utilisation in mental health service provision. A future postgraduate mental health qualification for clinical associates would allow for expanded task sharing.

Best practices in online/distance pharmacy practice course didactic instruction

AbstractThis commentary provides an overview of the current literature and best practices for online learning and assessment within the didactic curriculum of pharmacy education, building on the 2022 ACCP commentary addressing remote experiential learning. Lessons learned from online delivery of curricula and best practices for programs to create the optimal online learning environment for students are reviewed. Although benefits of online learning have been found, such as flexibility, convenience, and efficient use of time, with similar short‐term student performance, the potential long‐term implications on pharmacy students are not fully known, particularly concerning board pass rates, job attainment, and knowledge/skills application in the workplace. This commentary reviews and recommends the types of teaching modalities that align best with an online format for knowledge acquisition and student satisfaction. The most challenging part of didactic curricula to teach remotely is skills development. Proficiency in skills (e.g., compounding preparations or physical assessment) is best evaluated in person to promote student self‐confidence in pharmacy practice and patient care. This commentary reviews the needed components for designing quality online courses, all in the context of remembering the significance of instructor engagement. The commentary also discusses the importance of bidirectional feedback for the instructor and student and the deliberate use of formative assessments of learning to gauge student performance. A review of online summative and high‐stakes assessments is included with a focus on ensuring academic integrity while also minimizing any impact on student performance and anxiety. As pharmacy education has learned from the experiences with the COVID‐19 transition to online learning, consideration should be given to best practices regarding when and how to use online modalities to teach students and foster student learning. Regardless of the format, courses should engage the student and instructor and be evaluated routinely to promote achievement of learning outcomes.

Attitude and readiness of utilizing virtual reality simulations in interprofessional education to facilitate prompt and safe hospital discharges in England

ABSTRACT It can be challenging in England to provide interprofessional education (IPE) in hospitals due to practitioners’ availability, high workload, difficulty to backfill, and training costs. Furthermore, most of the IPE training is facilitated by a didactic teaching strategy in a classroom which fails to engage practitioners to understand each other roles and responsibilities, work procedures, policies, issues related to resources, and their pressure points. Technological innovation, in particular virtual reality has opened up a door to overcome these challenges by enabling practitioners to access IPE virtually, and it provides an immersive experience to them. It is not clear whether health and social care practitioners in England would accept and be ready to embrace this type of technology. Hence, this research study aims to understand attitudes and readiness to access virtual reality simulations (VRS) as a teaching modality and pedagogical tool. Health and social care practitioners (n = 22) attended two focus groups after engaging in a VRS and agreed that it could give them valuable learning experiences where they would be able to learn and practice soft skills in a safe environment to discharge people promptly and safely.

Perceptions of University Culture and Community Among Online Adjuncts

Using a qualitative survey, this study explores the perceptions of university culture and community held by graduate-level online adjunct instructors in two different schools of education. The intention of the research was to determine how the online adjuncts perceived their position within the university community and to solicit recommendations for improving the professional relationship between the schools themselves and their online adjuncts. The findings of this educational research add to the growing body of knowledge highlighting the importance and relevance of enhancing collegiality, communication, and collaboration with and among online adjunct instructors and the possible connection of adjuncts’ flourishing to student retention and persistence. Survey results suggested that communication, collaboration, respect, recognition, and systems of support were critical aspects that impacted the perceived climate and culture of adjuncts in an online teaching modality. This research demonstrates one avenue for engaging online adjunct faculty in building a framework for their support based on their own suggestions and recommendations. Universities, departments, or programs that offer multiple opportunities to collaborate may improve course content, collegiality, and connections with online adjunct instructors and the students they serve.

ABAKADEMY: An Online Strategic Intervention Material for Independent Remediation in English for Grade 10 Learners

Despite the greatest efforts to supply the students with the Most Essential Learning Competencies (MELCs) through well-evaluated teaching and learning modalities, it is still somewhat evident that a handful of learners are still experiencing difficulty in coping with the lessons and activities. This provoked the researchers to utilize the use of Strategic Intervention Materials (SIM) and convert its traditional and physical attributions into a web-based online platform. Thus, ABAKADEMY, an online strategic intervention material aimed to determine its effectiveness for independent remediation in English, particularly in Literary Genres, Figures of Speech, and Greek and Roman Mythology. Forty (40) grade 10 students were gathered and divided into control and experimental groups. Through t-test, the researchers were able to describe the level of performance and significant difference of the groups’ pre-test and post-test results. Given that there was a practical significance measured through Cohen’s d, it is concluded that ABAKADEMY, an online strategic intervention material is effective for independent remediation in English for the grade 10 students. It stimulated better cognitive retention and fostered creativity and critical thinking among the learners.

Standardizing male pelvic anatomy teaching using a clinical enrichment video.

Evolving trends in medical education and modern curricular changes have reduced the amount of time and resources allocated for anatomy education. As the amount of dedicated anatomy education time decreases, more self-directed learning is required. Cadaveric dissection and didactic teaching have been supplemented with multimedia, clinical anatomy, and imaging for over 20 years, with mixed results. Specifically, the use of video-based anatomy teaching increases medical learning, if done methodically. A 20-minute video was produced highlighting surgical anatomy using the following operative cases: perineal anatomy (artificial urinary sphincter case), inguinal and testicular anatomy (scrotal orchidopexy for acute testicular torsion), prostate anatomy (robotic radical prostatectomy), and bladder anatomy (endoscopy). The annotated video was shown to first-year medical students. Pre- and post-video multiple choice question quizzes were given to the students. Once submitted, the students completed a survey. Overall, 191 first-year medical students participated in our study. Average scores were similar between each quiz (50±16% vs. 49±17%) and there was no statistically significant change. Seventy-seven percent of participants felt the video improved their knowledge of urologic anatomy and 83% agreed the video should be shown to future classes. Sixty percent of participants felt the video solidified their anatomy knowledge, 78% felt the video was stimulating and entertaining, and 43% of the students felt the video increased their interest in pursuing urology as a career choice. Anatomy teaching can be supplemented using surgical videos, especially in a time when in-person anatomy teaching is limited. Further study is required to determine whether this teaching modality improves long-term anatomy knowledge retention.

Waiting room group: an experience report on Occupational Therapy as an in-service teaching modality in Primary Health Care

The present article describes teaching-learning interventions in the context of a mandatory curricular internship in Occupational Therapy conducted at a Family Health Basic Unit. This work is justified by the importance of presenting the outcomes of occupational therapy through the description of a concrete activity. The objective is to reflect on the practice and present the possibilities of action in primary care with a health education group. This is a descriptive study, in the form of an experience report, developed during the implementation of a waiting room group in a service located in the interior of São Paulo/SP, from August to December 2022. Data collection was carried out based on the field diaries of the interns and group coordinators, as well as reports reviewed by the faculty member and internship supervisor. The analytical phase considered the group experience, encompassing the participants, their histories, knowledge, cultures, and emotions, but also the narratives and experiences of the interns. The results indicate the transformation of the waiting room into a productive space, a redefinition of habits, and reflections on daily life, relationships, healthcare, through the sharing and construction of knowledge and wisdom, legitimizing the right to health information.

How does movie foster experiential learning in auditing education?

PurposeThis study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.Design/methodology/approachBy employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.FindingsPreliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.Research limitations/implicationsThis study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.Practical implicationsThis study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.Originality/valueThis study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

Assessment of an online tooth morphology course and 3D examination tool during the COVID-19 pandemic.

The COVID-19 pandemic brought major disruptions to dental teaching and has impacted the delivery of tooth morphology courses where students are introduced to the three-dimensional features of the dentition. The aim of this study was to assess the implementation of newly developed online teaching modalities for tooth morphology, evaluate their usefulness and identify elements that are beneficial for learners. Following the delivery of an online course that included online 3D models, 2D cue cards, live discussion sessions and Socrative™ quizzes, the participants were asked to rate the usability and usefulness of each tool. The participants' knowledge of tooth morphology was assessed through an online examination using 3D-digitised tooth models. The participants identified lecture handouts and online 3D models as their preferred learning tools, while lecture video recordings and 2D cue cards were viewed as less useful. Data analysis from Socrative™ quizzes demonstrated improvement in tooth identification skills throughout the course delivery. Finally, results from the final assessment are in line with previous in-person deliveries of this course. The study provides valuable information on the usefulness of teaching modalities that were implemented in response to the COVID-19 pandemic and their merit to be retained in future deliveries of the course. The 3D models have been identified as particularly useful in this context, but the participants still value the opportunity to learn with extracted teeth. Furthermore, it remains to be confirmed whether tooth identification skills acquired using 3D models can be transferred to the clinical setting.

Physiology education and research in the European Higher Education System — a case study from Portugal

The “Future of Physiology” has become a recurring theme worldwide in discussions amongst Physiology organizations. The Bologna Process fostered a proper higher education environment within Europe, comparable with the USA and UK. This paper presents a current view of Physiology teaching within Portugal, an EU member state and part of the European High Education Area (EHEA). Data was sourced from the governmental agency DGES (from September to November 2022) to identify institutions and curricula featuring disciplines (CU/D) aligned with human Physiology. The teaching modalities, hours, and credits for Human Physiology disciplines were obtained from the institutions’ websites, yielding a database with 365 courses/degrees and 764 distinct Physiology CU/D. In the second stage, a bibliometric analysis of the lecturers’ scientific production from 2017-2022 was conducted using the VOSviewer v 1.6.19 to construct and visualize the key word co-occurrence networks and clusters. A thematic analysis of words in each cluster was then performed to identify common themes. Important divergences appeared, particularly between universities and technical colleges. In technical colleges, Physiology is prevalent in the first year, while in universities, Physiology-related CU/Ds are sequentially present from the first year until late in the course, indicating a progression in advanced knowledge and its application. These differences might be related to the different structural organization of these institutions and likely reflect the differences between facilities, available teaching-learning instruments, and staff preparation. The bibliometric analysis revealed considerable asymmetries in the scientific profile of the teaching staff. revealed Significant differences between university and technical colleges’ scientific production are clear: staff with relevant production were affliated with reference university centers or research units. A pronounced concentration of research interests in two primary domains, classified in the thematic analysis as Medical Physiology and Lifestyle Physiology, was found, with researchers' preferences focusing on biomedical research and innovation, cardiovascular function, sport performance, and well-being. These findings might be common within the EHEA, and do not raise any immediate concerns regarding Physiology as a discipline at present. On the contrary, they suggest that Physiology is clearly recognized as important in health education. Physiology teaching and learning must not lose sight of its primary role as an an integrated science of life required to shape the approach and rationale applied to problems requiring our understanding of health and disease, Physiology teaching and learning continue to be critical in human health education and research. This work is financed by national funds through FCT - Foundation for Science and Technology, I.P., under the UIDB/04567/2020 and UIDP/ 04567/2020 projects. João Gregório is funded by Foundation for Science and Technology (FCT) Scientific Employment Stimulus contract with the reference number CEEC/CBIOS/EPH/2018. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The utility of soft-preservation in Medical Education: Current trends &amp; future directions

The future of Medical Education (ME) must be evaluated in light of the increasing variety and availability of educational models and embalming techniques for student and physician education and training. To evaluate the viability and sustainability of the different learning models, research and data on the diverse teaching modalities will be assessed from the perspectives of training residents and physicians. A literature review was conducted to provide an overview of the diversity of soft-preservation techniques presently available. It was shown that ME is optimized using soft-preservation techniques, but that many are limited in their present ability to accurately reflect the live human anatomy, and that more research must be done to identify the optimal preservation technique given unique educational needs. The aggregation of current research study results will aid educational programs in identifying the modalities of training most appropriate for their curriculum, and help in identifying models that can be utilized long-term to improve ME.

An Investigation of the Impact of Online and In-Person Delivery of Undergraduate Biology Instruction

Online learning is a well-established and growing, yet controversial and widely criticized, component of higher education. In this study, in-person and online versions of an undergraduate introductory biology class were compared to determine whether the online version of the course promoted student performance as well as the in-person course. Student survey responses were also analyzed to identify which teaching modality students perceived to be most effective at promoting learning, and to determine which components of the course were perceived by students to be most effective. No statistically significant difference was observed in exam scores or course grades between the two course modalities. Interestingly, some course components, such as completing virtual labs, were perceived to be more effective in the online version of the course, while others, such as participating in class discussions, were ranked as more effective for the in-person course offering; other components were ranked as similarly effective in both versions of the course. Therefore, this study provides evidence that online education can be effective if appropriately designed and implemented, and it provides a framework for strengthening the effectiveness of online education in the future.