Teaching Program Research Articles

A senior surgical resident can safely perform complex esophageal cancer surgery after surgical mentoring program-experience of a European high-volume center.

Previous studies have shown that surgical residents can safely perform a variation of complex abdominal surgeries when provided with adequate training, proper case selection, and appropriate supervision. Their outcomes are equivalent when compared to experienced board-certified surgeons. Our previously published training curriculum for robotic assisted minimally invasive esophagectomy already demonstrated a possible reduction in time to reach proficiency. However, esophagectomy is a technically challenging procedure and comes with high morbidity rates of up to 60%, making it difficult to provide opportunities to train surgical residents. We aimed to investigate if a surgical resident could safely perform complex esophageal surgery when a structured modular teaching curriculum is applied. A structured teaching program based on our previously published modular step-up approach was applied by two experienced board-certified esophageal surgeons. Our IRB-approved (Institutional Review Board) database was searched to identify all Ivor-Lewis esophagectomies performed by the selected surgical resident from August 2019 to July 2021. The cumulative sum method was used to analyze the learning curve of the surgical resident. Outcomes of patients operated by the resident were then compared to our overall cohort of open, hybrid, and robotic Ivor-Lewis esophagectomies from May 2016 to May 2020. The total cohort included 567 patients, of which 65 were operated by the surgical resident and 502 patients were operated by experienced esophageal cancer surgeons as the control group. For baseline characteristics, a significant difference for BMI (Body mass index) was observed, which was lower in the resident's group (25.5kg/m2 vs. 26.8kg/m2 (P = 0.046). A significant difference of American Society of Anesthesiologists- and Eastern Cooperative Oncology Group-scores was seen, and a subgroup analysis including all patients with American Society of Anesthesiologists I and Eastern Cooperative Oncology Group 0 was performed revealing no significant differences. Postoperative complications did not differ between groups. The anastomotic leak rate was 13.8% in the resident's cohort and 12% in the control cohort (P = 0.660). Major complications (Clavien-Dindo ≥ IIIb) occurred in 16.9% of patients in both groups. Oncological outcome, defined by harvested lymph nodes (35 vs. 32.33, P = 0.096), proportion of lymph node compliant performed operations (86.2% vs. 88.4%, P = 0.590), and R0-resection rate (96.9% vs. 96%, P = 0.766), was not compromised when esophagectomies were performed by the resident. The resident completed the learning curves after 39 cases for the total operating time, 38 cases for the thoracic operating time, 26 cases for the number of harvested lymph nodes, 29 cases for anastomotic leak rate, and finally 58 cases for the comprehensive complication index. For postoperative complications, no significant difference was seen between patients operated in the resident group versus the control group, with a third of patients being discharged with a textbook outcome in both cohorts. Furthermore, no difference in oncological quality of the resection was found, emphasizing safety and feasibility of our training program. A structured modular step-up for training a surgical resident to perform complex esophageal cancer surgery can successfully maintain patient safety and outcomes.

Effectiveness of Structured Teaching Programme on Knowledge Regarding Anorexia Nervosa among Adolescent Girls at Alshifa College of Nursing

Introduction and Background of the study: Anorexia Nervosa is defined as an eating disorder causing people to obsess about weight and what they eat. Aim: The study to assess the effectiveness of structured teaching programme on knowledge regarding eating disorders among adolescent girls. Material and Methods: A quasi-experimental one group pre-test post-test research design was adopted on 60 students by using convenient sampling technique. A self-administered structured knowledge questionnaire was used to assess the knowledge followed by structured teaching programme. The analysis of data was computed by using descriptive and inferential statistics. Result: In pre-test adolescent girls had poor knowledge score that is 17 (28%) and only 42(70%) adolescent girls showing moderate knowledge score and 1 (2%) adolescent girls are having good knowledge score. In post-test the majority of adolescent girls in post-test had good knowledge score that is 50(90%)) and 10(18%) adolescent girls showing average knowledge score. No samples are having poor knowledge score. Conclusion: It was concluded that post-test scores were more as compare to pre-test score thus adolescent girls has good knowledge score, thus the present study suggested that structured teaching programme on eating disorders was successful in gaining the knowledge of adolescent girls.

Inclusive Education Strategies for Knowledge Development of Teachers Enrolled in the Advanced Vocational and Training Education Program

Diversity and inclusivity in the modern-day classroom is important as students coming from different backgrounds are bringing a variety of learning experiences, knowledge values, abilities, and skills to each course. This study looked into inclusive education strategies that can be used in in the teaching and learning space by teachers who are enrolled in the advanced diploma program in Technical and Vocational Teaching (TVT). A quantitative research approach was used to bolster the interpretative research paradigm. With this approach, data collections method such as closed-ended questionnaires and semi-structured interviews were used to collect relevant data. In terms of sampling, 45 teachers were purposefully sampled among teachers enrolled in three South African universities. This study discovered that teachers had an alarming low level of awareness on how to teach in a diverse classroom. They somehow had linear effective pedagogical know how into dealing with a diverse class with multicultural and varied range age groups. This study in on recommendation that teachers pedagogical capital be further developed to boost their willingness to teach in inclusive classrooms.

The effect of case-based teaching method on professional competence and clinical decision-making levels of public health nursing students: A sequential explanatory mixed-methods study.

To evaluate the effect of case-based teaching method applied to fourth year nursing students on their professional competence and clinical decision-making levels. A quasi-experimental design study with a sequential-exploratory mixed-method approach. 64 nursing students enrolled in the Public Health Nursing course. A case-based teaching program was applied to the students that cover the topics of the Public Health Nursing course. Quantitative phase data were collected with the Clinical Decision Making in Nursing Scale and Nursing Students' Competence Scale. For the qualitative part, focus group interviews were conducted with a Structured Interview Form. It was determined that the total and subscale posttest scores of the students increased significantly compared to their pretest scores (p<.001). A moderate positive correlation was found between the total scores received from the scale and a significant positive correlation was found between researching information and adopting new information impartially and all sub-dimensions except care (p<.05). Three main themes emerged from the focus group interviews conducted after the case-based teaching method experience: usefulness, limitations, and improvement. Case-based teaching method is effective on students' professional competence and clinical decision-making scores. Students' professional competence levels positively affect their clinical decision-making levels.

Research on English Classroom Teaching Programs in Colleges and Universities Based on Wireless Communication Technology Support in the Context of 5G

The purpose of this article is to investigate how 5G and wireless communication technologies (5G+WCT) might be applied to English language classroom programs in higher education. The paper describes the complimentary roles of 5G and wireless communication technologies in English language teaching, includes student data collecting and standardization as part of the pre-processing, and optimizes the teaching system using an enhanced ant colony algorithm (BACO). Furthermore, the thesis delineates diverse approaches to verify and assess the program's efficacy. Through the creation of cutting-edge instructional strategies and data collection techniques, this study fosters innovation in English language instruction in higher education. The study offers promise for real-world application and is significant for raising student success, instructional quality, and educational efficacy. However, since 5G technology is still developing, the results of this study could not be applicable in the future or would need to be updated.

Stress Management Programs for Special Education Teachers

Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn can be modeled for students in their classrooms. Encouraging individual stress management can improve well-being and student outcomes, but may be insufficient without additional classroom management and contextual support. The purpose of this paper is to use the Garwood paper as a springboard to identify potential stress management programs that might be helpful for special educators. .

Organisation of paediatric echocardiography laboratories and governance of echocardiography services and training in Europe: current status, disparities, and potential solutions. A survey from the Association for European Paediatric and Congenital Cardiology (AEPC) imaging working group.

There is limited data on the organisation of paediatric echocardiography laboratories in Europe. A structured and approved questionnaire was circulated across all 95 Association for European Paediatric and Congenital Cardiology affiliated centres. The aims were to evaluate: (1) facilities in paediatric echocardiography laboratories across Europe, (2) accredited laboratories, (3) medical/paramedical staff employed, (4) time for echocardiographic studies and reporting, and (5) training, teaching, quality improvement, and research programs. Respondents from forty-three centres (45%) in 22 countries completed the survey. Thirty-six centres (84%) have a dedicated paediatric echocardiography laboratory, only five (12%) of which reported they were European Association of Cardiovascular Imaging accredited. The median number of echocardiography rooms was three (range 1-12), and echocardiography machines was four (range 1-12). Only half of all the centres have dedicated imaging physiologists and/or nursing staff, while the majority (79%) have specialist imaging cardiologist(s). The median (range) duration of time for a new examination was 45 (20-60) minutes, and for repeat examination was 20 (5-30) minutes. More than half of respondents (58%) have dedicated time for reporting. An organised training program was present in most centres (78%), 44% undertake quality assurance, and 79% perform research. Guidelines for performing echocardiography were available in 32 centres (74%). Facilities, staffing levels, study times, standards in teaching/training, and quality assurance vary widely across paediatric echocardiography laboratories in Europe. Greater support and investment to facilitate improvements in staffing levels, equipment, and governance would potentially improve European paediatric echocardiography laboratories.

Effectiveness of Structured Teaching Program on Knowledge regarding Progressive Muscle Relaxation Techniques among Staff Nurses in Selected Hospital, Bengaluru

Effectiveness of Structured Teaching Program on Knowledge regarding Progressive Muscle Relaxation Techniques among Staff Nurses in Selected Hospital, Bengaluru

Ways to develop soft skills in pre-service mathematics and physics teachers when studying certain topics of olympiad mathematics

The development of soft skills in pre-service teachers helps to improve the quality of teaching, create a positive classroom environment and ensure an individualized approach to learning. The integration of soft skills, in particular flexibility and adaptability to change, helps teachers to respond effectively to new teaching methods, technological innovations and the requirements of the modern educational environment. The authors of this article aimed to investigate the possibilities of developing soft skills within the educational components of the training programme for pre-service mathematics and physics teachers. The methodological basis of the study was the analysis of scientific literature, synthesis, formalization of scientific sources, description, comparison, and theoretical generalization of own pedagogical experience of teaching the course “Olympiad Mathematics”. The results of the study reveal some ways of developing soft skills of future masters of secondary education of Sumy State Pedagogical University named after A.S. Makarenko in the process of studying the course “Olympiad Mathematics”. At the same time, among the various topics of the course, the topic “Proof of Inequalities” was singled out. The peculiarities of applying the following methods and techniques to the proof of inequalities in the context of development of soft skills are revealed: the method of strengthening (weakening) of inequality, the method of mathematical induction, the Malikov's method, the method of transforming the common term in sums and its evaluation, the method of evaluating the terms of the product and introducing an additional factor, the method of applying the properties of functions to the proof of inequalities, the method of using the properties of the definite integral of a certain function on a segment. It has been found that the most common methods of proving inequalities have wide possibilities in the context of development of soft skills. Each of the methods of proving inequalities discussed in the article is illustrated by relevant examples with detailed explanations. It is proved that this topic opens up wide opportunities for the acquisition and development of a number of soft skills. The research allows identifying specific ways to improve soft skills in pre-service mathematics and physics teachers, which are practically significant for further development of these professions when studying specific topics of the “Olympiad Mathematics” course: using group work formats during seminars, problem-based learning in mathematics, applying digital technologies in the study of Olympiad Mathematics, self-analysis and reflection, using mentoring support technology, public speaking during seminars with presentations of own solutions

Beyond COVID-19: Teaching and learning lessons for the next pandemic through Ubuntu currere

The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics’ experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis.Contribution: In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics’ experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.

Assessment of Impact of Inflation on University Management in North-Central, Nigeria

The objectives of this study is to assess the impact of inflation on university management in Nigeria. The population of this study comprised of all academic staff in North-Central, Nigeria. The study adopted a descriptive survey design. The sample for study was made up of three hundred academic staff. The sample was selected from three public universities in North-central, Nigeria. The sample was selected using multi-stage sampling technique. A research instrument was constructed by the researchers and used for the data collection which was title: (Impact of Inflation on University Management Questionnaire). The structured questionnaire used 4 Likert scale: Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). The reliability of the instruments IIUMQ was established through a test re-test method. The results of the first and second administration of the instrument were analysed using the Pearson Product Moment correlation coefficient, which yielded a reliability index of 0.88. Data collected in the study were analyzed using mean-scores and standard deviation. The findings showed that inflation affected running of the universities in Nigeria via increment in operational cost. The result also indicated that inflation affected projects completion, led to projects abadonment, poor projects financing and poor projects maintenance. The result finally revealed that inflation affected implementation of teaching, research and community service programme in Nigerian universities. Based on the findings, the paper hereby recommended that government should increase the funding of universities in Nigeria. Government should diversify the economy by increasing local production and encourage locally manufacturing of goods.

Real needs, tailored solutions: Developing customized online professional development programs for teachers—A case study

This instrumental case study explored 10 English as a foreign language (EFL) instructors’ perceptions and experiences of participating in an asynchronous online professional development (OPD) program. The study aimed to explore instructors’ professional development (PD) needs, the factors influencing their participation in OPD, and the perceived effective characteristics of the OPD program. Data gathered through individual interviews, reflective reports, and a focus group were analyzed using a reflective thematic analysis approach. The study revealed that the EFL instructors’ limited engagement in reflective practice and continuous PD could potentially result in overconfidence and a lack of awareness regarding their PD needs. Furthermore, the article highlights perceived effective characteristics of the OPD program: flexibility, collaboration, facilitation and organization, reflection, relevance, and practicality. Findings suggest that these characteristics not only contributed to its effectiveness but also promoted instructors’ participation and engagement in the OPD.

Effect of Structured Teaching Programme on Reduction of Level of Stress among Agricultural Workers in Selected Area at Puducherry

Introduction: India has a total geographical area of 328.73 million hectares, with 306.04 million hectares reported for land usage. According to the Registrar General of India, the overall number of agricultural workers has increased from 234.1 million. Most agricultural workers have been linked to poor mental health outcomes in adult farmers and ranchers. Stress, anxiety, and insomnia are the most commonly reported mental health issues, affecting 55% of farmers. Somatic issues are the second most prevalent type of symptom. So, the planned instruction approach will assist farm workers in reducing and managing stress levels.&#x0D; Aim: To evaluate the effectiveness of structured teaching programme on reduction of level of stress among agricultural workers in selected area at Puducherry.&#x0D; Materials and Methods: A Quantitative research approach, pre-experimental (one group Pre-test and Post-test) was adopted in the study. Totally 40 Agricultural workers were selected by Convenient sampling technique at Senthanatham, Puducherry. Pre-test and post-test were done by the Cohen Perceived Stress Scale. A Structured teaching programme was given to the agricultural workers in reduction of level of stress.&#x0D; Results: The study result shows that the pretest and posttest mean values of stress was 6.6 and 17.9 respectively and the standard deviation value were 3.02 and 0.96 respectively. The obtained p-value of stress is highly statistically significant with a value of p&lt;0.0001. So, this study concluded that structured teaching programme was most effective in reducing the level of stress among the agricultural workers.

Science Teachers’ Initial Use of NGSS Science Practices in Diverse Classrooms

ABSTRACT In the landscape of U.S. education, the widespread adoption of the Next Generation Science Standards (NGSS) offers a unique vantage point for researchers to better understand teacher-, school- and classroom-level factors that advance reform initiatives in science classrooms. Addressing a gap in current knowledge, our study probes how secondary science teachers implement one dimension of NGSS-the science practices (SPs). Our data collection encompasses teacher interviews and meticulous observations of science lessons, coded for NGSS science practices (SPs) and inquiry-based teaching. Embracing a methodologically rich approach, our study employs both qualitative and quantitative data collection and analysis. Quantitatively, we analyzed 801 weeks of lessons taught by 56 secondary science teachers and found patterns in SP use. Selected high-quality science lessons were then spotlighted, providing examples of the quantitative findings, showcasing teachers use of SPs and inquiry-based teaching strategies. Through our analysis, we found that physical science subjects and participants from the Master of Arts in Science Teaching program demonstrated a higher average use of SPs compared to their life science and undergraduate program counterparts. When analyzing the use of specific SPs, we found that analyzing and interpreting data (SP4) and mathematical and computational thinking (SP5) emerged as noteworthy. This study’s findings carry implications for science teacher education and professional development programs, urging efforts to augment both the quantity of rigor of SP use in the secondary science classroom. Our research contributes insights that can inform strategies for the enhancement of science education alignment with the objectives set forth by NGSS

Which approach is effective: Comparing problematization-oriented and structuring-oriented scaffolding in instructional videos for programming education

Which approach is effective: Comparing problematization-oriented and structuring-oriented scaffolding in instructional videos for programming education

Teaching Sexual Abuse Prevention Skills to Individuals with Intellectual Disabilities

Introduction: When individuals are not aware of the nature and scope of behaviors related to sexual abuse, they may face the risk of abuse. Individuals with intellectual disabilities may also experience abuse, just like other individuals. Raising awareness through education is the most important measure to prevent sexual abuse. The skills individuals use to prevent sexual abuse are very important and functional especially for individuals with special needs so that they can spend their lives independently and safely. Method: This study aimed to examine the effectiveness of the curriculum developed in line with the cognitive process approach in helping people with intellectual disabilities to acquire the skill of sexual abuse prevention. The study was designed with the multiple probe model across participants, one of the single-subject research methods, and baseline, instruction, probe, and generalization phases were used. Three 12–14-year-old female students with intellectual disability were included in the study. An instructional program based on the social decoding, social decision making/deciding, social performance, and social evaluation stages of the cognitive process approach was prepared to teach the target skill to the participants. The program made use of stories about sexual abuse situations and how to avoid these situations, as well as pictures depicting these stories. Participants were taught three prevention skills to avoid sexual abuse: "saying no", "getting out of the environment", and "telling what occurred to someone they trusted”. Findings: At the end of the study, it was concluded that the developed instructional program was effective in helping three female students in acquiring the sexual abuse prevention skills. This effect can be explained both by the increase in the data collected during the teaching process and by the fact that the probe data collected at the end of the instruction were higher than the probe data collected before the instruction. Discussion: The findings obtained from the research were discussed in the light of the studies in the literature and suggestions were made for further studies.

Problem in Geometry, with Four Solutions, One of Them with Dynamic Research

Problem solving and proofs have always played a major role in mathematics. They are, in fact, the heart and soul of the discipline. The using of a number of different proof techniques for one specific problem can display the beauty, and elegance of mathematics. In this paper, we present one specific, interesting geometry problem, and present four different proofs for it, using methods, including using GeoGebra, that is dynamic geometry software (DGS) application, to make the initial conjecture. Encouraging students to derive results in such various ways will enhance their appreciation of mathematics, give them incentive to derive even more elegant solutions on their own, and provide them the opportunity to come up with some original insights on how proofs work. As a bonus, the problem we used, also let them know Ptolemy's theorem and the fourth theorem of the overlap of triangles, which are not included in the curriculum of some countries. The implication of our findings is that mathematics educators should be encouraged to introduce many such authentic multiple-proof problems into the teaching program. In addition, the effect of such exercises on students' mathematical understanding should be studied.

Values and Value: Culturally Responsive Financial Literacy Programming in Higher Education

Values and Value: Culturally Responsive Financial Literacy Programming in Higher Education

Formation of the foreign language competence of future physical education teachers when working with digital didactic flash cards

The problem and the aim of the study. Modernization of higher education opens up new prospects for the use of electronic resources in ensuring the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs of physical education teachers and the challenges of the international sports movement. The purpose of the work is to study the possibilities of using digital flash cards in training future physical education teachers to develop their foreign language communicative competence. Research methods. The study involved 54 first- and second-year students of Vyatka State University (Faculty of Pedagogy and Psychology) (Russian Federation). Training program: 44.03.01 Pedagogical education, Physical education and sports (bachelor's degree level). The Quizlet online platform was used to work with digital flash cards. The test contains questions grouped into the blocks “Digital educational technologies” and “Foreign language in communication (physical education and sports)”. For statistical processing of data, the Pearson's chi-squared test was used. Results. The system of working with flash cards in foreign language professional communication of physical education teachers is described: studying the functionality, working with ready-made sets of cards, automating and improving lexical units, developing thematic sets. A special feature of the program is the adaptation of its content to the specifics of the field of study. In independent work and online collaboration, students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of foreign language training were determined (χ2 = 8.179; p &lt; 0.05). In conclusion, the possibilities of including flash cards in the training of physical education teachers are formulated: competition and receiving positive emotions; resources for self-development, etc. Difficulties are also highlighted: low initial level of language qualification and digital skills; different motivation; dependence of the learning process on sports specialization.

Supporting faculty with SoTL through an intensive SoTL Scholars program

AbstractThis chapter describes the development, implementation, and assessment of an intensive Scholarship of Teaching and Learning (SoTL) Scholars program grounded in self‐determination theory. These findings provide one of the first integrations of theory into studying the impact of SoTL and can support educational developers with SoTL initiatives at their own institutions.