Training Teaching Methods Research Articles

The application effect of the segmented teaching method in training medical students on clinical practice skills

BackgroundThe surgical clinical practice skill training is an important part of medical undergraduate education. Surgical skills are complex and difficult to master. However, the traditional teaching method has some disadvantages, for example, low student participation, weak learning atmosphere, inadequate mastery of the subject matter. We innovatively put forward the segmented teaching method in the field of clinical practice skills training. The segmented teaching method refers to dividing a specific teaching content into several relatively independent parts and providing segmented practice for each part. This approach enhances students’ learning outcomes.The aim of this controlled study is to investigate the effects of the segmented teaching methods on clinical practice skills training in medical students.Methods31 medical students participating in clinical practice skill training at The First Affiliated Hospital of University of South China from March to April 2024 were randomly assigned to either the experimental group (n = 16) receiving segmented teaching method or the control group (n = 15) receiving traditional teaching method. After completion of practical exercises, both groups underwent operational assessments, theoretical assessments, Mini-Clinical Evaluation Exercise (Mini-CEX), and Student Evaluation of Educational Quality (SEEQ) for teaching quality evaluation. A comparative analysis of the results between the two groups was conducted.ResultsAfter implementing the program, there were no statistically significant differences (P > 0.05) between the experimental and control groups in theoretical assessment scores, Mini-CEX clinical judgment scores, and SEEQ teaching quality evaluation scores. However, compared to the control group, the experimental group demonstrated better operational assessment scores, higher Mini-CEX scores in history taking, physical examination, professionalism, doctor-patient communication, organizational efficiency, and comprehensive abilities, with statistically significant differences (P < 0.05).ConclusionThe application of segmented teaching method in clinical practice skill training for medical students yields favorable training outcomes.

Exploring Effective Pre-Service Teacher Training Methods: An Analysis Based on Learner Motivation and Experience

Exploring Effective Pre-Service Teacher Training Methods: An Analysis Based on Learner Motivation and Experience

Critical Thinking and Problem-Solving Skills in the 21st Century

In the 21st century, the development of critical thinking and problem-solving skills has become crucial for navigating an increasingly complex world. This study aims to explore the significance of these skills in modern education and how they can be effectively nurtured among students. The research employs a qualitative methodology, using interviews and focus group discussions with educators, students, and education experts as primary data sources. Through a thematic analysis of the data, the study identifies key strategies for integrating critical thinking and problem-solving skills into the curriculum. The results indicate that while educators recognize the importance of these skills, there are significant challenges in their implementation, including a lack of resources, teacher training, and assessment methods. Furthermore, the findings reveal that students who are exposed to curricula that emphasize critical thinking and problem-solving are better equipped to tackle real-world challenges, demonstrating enhanced creativity, adaptability, and decision-making abilities. The study concludes with recommendations for educators and policymakers to develop more comprehensive frameworks that support the integration of critical thinking and problem-solving skills in educational systems, ultimately preparing students to succeed in the 21st-century landscape.

Analysis of Students’ Motivation in Carrier-Based English Language Learning

This study analyzes the impact of Carrier-Based Learning (CBL) on students' motivation and language proficiency in English language learning. Grounded in Self-Determination Theory (SDT) and the concept of situated learning, CBL integrates career-relevant tasks into the learning process to enhance intrinsic motivation and practical language skills. The research examines how CBL fosters autonomy, competence, and relatedness among students, leading to increased engagement and deeper learning. A comprehensive literature review methodology was employed to synthesize findings from various studies, highlighting the benefits and challenges of implementing CBL. Results indicate that CBL significantly improves students' motivation and language proficiency by providing authentic, meaningful learning experiences. However, successful implementation requires adequate teacher training and innovative assessment methods. This study underscores the importance of aligning language education with real-world career demands to prepare students for future professional success. The findings offer valuable insights for educators and policymakers on effectively integrating CBL into language curricula, promoting both academic and professional growth.

ЗМІНА ПАРАДИГМИ КОМПЕТЕНТНІСНОГО ПІДХОДУ У ФОРМУВАННІ МАЙБУТНІХ УЧИТЕЛІВ ЧЕРЕЗ ВПЛИВ ПОЛІКУЛЬТУРНОГО СЕРЕДОВИЩА ГЛОБАЛЬНИХ ПРОЄКТІВ (НА ПРИКЛАДІ ПРОЄКТУ «ОДИН ПОЯС-ОДИН ШЛЯХ»)

The article examines the paradigm shift of the competence approach in the formation of future teachers under the influence of the multicultural environment of global projects, in particular on the example of the One Belt One Road project. Attention is drawn to the fact that in the modern world, where globalization and multiculturalism are becoming the norm, educational systems must adapt to new challenges and requirements. The authors explore how multicultural projects can promote the development of competencies in future teachers, including intercultural communication, adaptability, critical thinking, and collaboration. It is argued that global and regional projects unite different countries and cultures, creating unique opportunities for educational exchanges and cooperation. Project participants get the opportunity to work in different cultural contexts, which contributes to the development of their professional and personal competencies. The article analyzes specific cases of updating the content of education in connection with the country's participation in the One Belt One Road project, which illustrates how a multicultural environment affects teacher training. The article emphasizes the importance of rethinking traditional methods of teacher training and introducing new, innovative approaches that take into account global trends and challenges. It is substantiated that the paradigm shift of the competence approach in the formation of future teachers due to the influence of the multicultural environment of global projects is a necessary step to ensure high quality education in the modern world. The article offers the vision of the authors regarding possible new methods of teacher training, as well as an algorithm for introducing conspiracies into teacher training in connection with rethinking the content of the competency approach in modern conditions. Key words: competence approach, teacher training, professional development, multicultural environment, teaching methods, professionalization of teachers, modern educational environment.

Evaluation of the Efficacy of using realistic simulation as a teaching method in training on intravenous medication administration

Evaluation of the Efficacy of using realistic simulation as a teaching method in training on intravenous medication administration

Exploration and Practice of Course Ideological and Political Education in Clinical Skills Training Courses

The effective integration of ideological and political education with medical professional courses is one of the most important contents of medical teaching reform. It is a process of organic unity of knowledge transmission and value guidance, and is the key to the implementation of the Healthy China strategy and the "moral education". This study analyzes the necessity of carrying out ideological and political education in clinical skills training courses, and combines the characteristics of clinical skills training courses to integrate ideological and political education from the aspects of revising experimental teaching objectives, optimizing experimental teaching content, innovating practical training teaching methods, and improving experimental evaluation mechanisms. The aim is to carry out ideological and political education with professional knowledge, achieve the subtle integration of ideological and political education into the brain and heart, and guide medical students to establish a correct outlook on life Values, cultivate students' patriotism, national confidence, and professional spirit of respecting life, advocating medical ethics, selfless dedication, and overcoming obstacles, so that students can learn and apply what they have learned.

Guideline of Integration Flipped Classroom and Peer Teaching Method and Peer Teaching Method to Improve the Tennis Learning Outcome of Students at Wuhan Sports University, People's Republic of China

Background and Aims: This paper peer teaching flip classroom in ordinary colleges and universities influence the teaching of tennis, tennis class has become the main way for students to keep healthy vitality, with the progress of school sports development, university tennis sports teaching social influences is also increasing, in the whole university education system plays a more and more important role. To promote the reform and sustainable development of tennis courses, we will continue to improve the teaching methods of tennis sports in colleges and universities, and change the methods of teacher training, to better meet the educational needs of all sectors of society. Combine flipped classrooms with peer teaching methods and peer teaching methods, and improve the tennis learning results of students at Wuhan Sports University. This research aims to (1) survey the problem and obstruction of tennis at Wuhan Sports University, (2) Construct a tennis-flipped classroom draft guideline, and (3) confirm the tennis-flipped classroom draft guideline Methodology: The research results show that the mutual teaching of friends can make students more progress, and see what the teachers cannot see, the use of flipped classrooms can make students' physical quality and tennis technology learning effect more obvious compared with the traditional teaching methods. Results: The research results show that the mutual teaching of friends can make students more progress, and see what the teachers cannot see, the use of a flipped classroom can make students' physical quality and tennis technology learning effect more obvious compared with the traditional teaching methods. Conclusion: Cultivate students' self-control ability. The implementation process of flipped classroom teaching requires students to conduct it before class Watching video learning, some students have poor independent learning ability before class and do not follow the requirements of teachers. Following this, in the learning process should take the initiative to cultivate students' interest, so that students have internal motivation, teachers can be in class, the students should check the learning situation before class, supervise the students who do not complete, and take some measures to encourage students to take the initiative to study. Improve teachers' teaching ability and teaching quality. In the rapid development of the information age, flipped classroom teaching the success of learning cannot be separated from excellent teachers, and physical education teachers must be adaptable in teaching ability and teaching quality. Flipped classrooms should focus on process control. Before class, the recorded teaching video should be in line with the student's current learning level; in class, select the appropriate teaching method, and complete the teaching task, teachers should be each teaching link Reasonable control of time so that students can complete the teaching goal through efforts; urge students after class Practice, do a good job after class study check, pay attention to the control of each link.

PROBLEMS AND REFORM STRATEGIES OF COLLEGE DANCE EDUCATION UNDER THE BACKGROUND OF QUALITY EDUCATION

College dance education plays a crucial role in training qualified dance professionals and promoting the art form. However, it currently faces problems affecting program quality, including lack of standardization, outdated curricula and facilities, shortages of qualified faculty, and more. This paper analyzes key issues and challenges for college dance programs in China through an extensive literature review. Potential reform measures are proposed such as improving teacher training, modernizing curricula and teaching methods, upgrading facilities and equipment, and strengthening industry partnerships. Findings suggest comprehensive reforms are needed across areas such as administration, curriculum, faculty, facilities and assessment to improve program quality and enable college dance education to better meet the needs of the cultural market.

Retracted: Discussion on Innovative Methods of Higher Teacher Education and Training Based on New Artificial Intelligence

Retracted: Discussion on Innovative Methods of Higher Teacher Education and Training Based on New Artificial Intelligence

《等级标准》与印尼本土中文师资培训以培养“中文+职业技能”课程的结合

&lt;p&gt;In recent years, the “Chinese Proficiency Grading Standards for International Chinese Language Education” (hereinafter referred to as “Grading Standards”) have attracted worldwide attention for improving the quality of Chinese teaching. However, local Chinese teacher training in Indonesia rarely discusses the role of “Grading Standards”. Many local professional Chinese teachers in universities do not understand how to combine “Grading Standards” with “Chinese + Vocational Skills” courses. This article explains the “Grading Standards” and the methods and directions of local Chinese teacher training in Indonesia. First, we will introduce the requirements and types of “Chinese + Vocational Skills” courses for Chinese language majors in vocational colleges in Indonesia. Secondly, it proposes training content for local Chinese teachers in Indonesia. The final article provides the “Grading Standards” and Indonesian local Chinese teacher training methods based on constructivist theory. The author hopes that it will be helpful to promote the sustainable development of Chinese teacher training in Indonesia and achieve the goals of Chinese teaching.&lt;/p&gt;

Innovation in Research-Oriented Teacher Training in Universities of Education in Vietnam

The context of globalization and international integration sets forth new requirements on the quality of human resources, thereby demanding improvement of the quality of teacher training in universities of education. International studies shows that scientific research-based teacher training is proving to be an effective method. The importance of scientific research in teacher training is mentioned in the article, also specific research-oriented teacher training methods are pointed out and analyzed: teacher training with problem based situations, teacher training using practical action research.

Pelatihan Bingo Review untuk Joyful English Di Fajar English Course Pare, Kediri

Fajar English Course as one of the course institutions in the English village of Pare has had difficulties in improving the teaching abilities of its tutors. This is because the tutor recruitment system focuses more on alumni of the course institution and those who will still be living in Pare for a long time. So Fajar English Course collaborates with the Community Service team from the English Education Department at Hasyim Asy'ari University to conduct training on teaching strategies using Bingo Review and making teaching materials using the Bingo Review method. After two days of training, the Fajar English Course tutors were able to practice teaching with Bingo Review in speaking, grammar and vocabulary well in microteaching. Apart from that, they are also able to make good teaching materials for speaking, grammar and vocabulary using the Bingo review method. Teaching method training is really needed by Fajar English Course tutors to improve the quality of their teaching. To create a pleasant learning atmosphere, it is highly recommended that English teachers or tutors implement Bingo Review in their respective classes

Adaptation of internally displaced students to new learning environment through innovative methods of open teacher training in war perspectives

Adaptation of internally displaced students to new learning environment through innovative methods of open teacher training in war perspectives

6.O. Workshop: Overview of Comprehensive Sexuality Education Status in Moldova, Georgia, Tajikistan and Kyrgyzstan

Abstract Sexual and reproductive health (SRH) is a key dimension of overall health and wellbeing of individuals. Comprehensive Sexuality Education (CSE) is one of the most important means of promoting and supporting youth is their sexual and overall development, and a key component of HIV and sexually transmitted infections (STIs) prevention. It is widely recognised that school plays a central role in learning about health and health promotion skills, including sexuality and sexual health. Nevertheless, there is often a lack of evaluation of CSE implementation in school curriculums. This is why UNFPA (United Nations Population Fund) and BZgA (Bundeszentrale für gesundheitliche Aufklärung), in cooperation with UNESCO((United Nations Educational, Scientific and Cultural Organization), WHO (World Health Organization) and IPPF EN (International Planned Parenthood Federation), conducted a study in Moldova, Georgia, Tajikistan and Kyrgyzstan to assess the status of CSE. In this workshop, we will describe the study process, reflect on the main findings in four countries and discuss two case studies of Moldova and Georgia. The speakers will also share their experiences of translating these findings into advocacy measures and achievements since the study conducted in 2022. The data was collected using the standardized Sexuality Education Review and Assessment Tool (SERAT) via desk reviews of relevant policies, curricula and national data, questionnaires, stakeholder interviews (e.g., with teachers, representatives of technical working groups and ministries of education, young people) and discussions to validate the findings. Overall, we have seen that all four countries teach sexuality education, which is supported by adequate legal and policy frameworks, and integrate it into their school curricula. The comprehensiveness of the curriculum, teacher training and learning methods differ across the four countries. In Georgia, the biggest CSE-related challenge is that there is a stigma in society around sexuality-related issues and there is a need to support an open dialog with key stakeholders. In Moldova, this was the second SERAT assessment within 5 years, which demonstrated a significant progress in the development of sexuality education program since 2017, achieving a much higher score of compliance with the international standards for CSE. Key messages • This study shows that the four countries assessed are on a positive track in implementing and expanding their sexuality education programmes, which are supported by a legal and policy environment. • Gaps still remain in teacher training, monitoring and evaluation, and the comprehensiveness of the delivered content.

Overview of key findings on CSE status in 4 countries

Abstract We used SERAT to assess the implementation of CSE in four countries. The data collection took place between December 2021 and July 2022. All four countries teach sexuality education, which is supported by adequate legal and policy frameworks, and integrate it into their school curricula. The comprehensiveness of the curriculum, teacher training and learning methods differ across the four countries. The integration of the sexuality education concepts varies across countries. Relationships and values topics are generally more present in the curricula across all age groups. Topics with lesser attention are gender, sexual behavior and sexuality. The content is more comprehensive for the age group 12-15, followed by 15-18 in all countries. All countries integrate learner-centred learning techniques and employ different teaching strategies for sexuality education, including participatory methods. Overall, there is a lack of school-based SRH services and commodities, including contraception. In countries where school-based health services exist, nurses often do not have guidelines or a mandate to provide relevant information. Monitoring and evaluation is one of the weakest components of all programmes in three of the four countries. To conclude, there is a need to enhance the content in all age groups, improve teacher training and provide materials to teachers and students, strengthen links with health services, involve relevant stakeholders in curricula development and introduce measurable monitoring and impact indicators.

THE DEVELOPMENT OF THE TEACHER’S PROFESSIONAL COMPETENCE IN THE PROCESS OF IMPROVING QUALIFICATIONS

The article is devoted to one of the urgent problems in the process of professional development of the teacher’s professional competence. The integration of innovative technologies in the process of professional development for the development of the teacher’s professional competence is highlighted as an important factor in improving the quality of education and forming a modern educational environment. Models of the development of professional competence of teachers in the process of professional development are highlighted, which takes into account the importance of professional training, practical experience and reflection for the development of professional competence of teachers, although different approaches to the organization of the learning process and self­improvement are offered. It was determined that regular professional development allows teachers to update their knowledge, skills and understanding of educational processes. The forms and methods of teacher training, which include different approaches and contribute to the acquisition of new knowledge, skills and experience, are highlighted. It was found that the effectiveness of various forms of teacher training depends on a number of factors, in particular, the creation of a favorable environment, the integration of innovative technologies, and the provision of constant support and motivation. It was established that the support and motivation of teachers in the process of professional development are important aspects, namely: providing regular feedback and recognizing the achievements of teachers during the process of professional development; creation of a community of teachers, which promotes the exchange of knowledge, practical experience and mutual support; development of motivational programs, including material and non­material incentives for participants in the process of professional development; provision of psychological support and counseling for teachers who face stress and difficulties in the learning process; supporting the development of teachers’ careers by providing opportunities for professional growth and increased responsibility. It was determined that taking into account these aspects will contribute to the creation of an effective system of professional development for teachers, which will help them adapt to the modern requirements of the educational process and develop their professional competence.

Holistic and ecologically valid aural training within culturally diverse music education contexts

This is a transcript of a trial lecture held at the Norwegian Academy of Music on December 14th, 2022, as part of Ville Langfeldt’s public PhD defense. The subject given by the committee was: “Holistic and ecologically valid aural training within culturally diverse music education contexts”. The lecture examined the concepts of holism and ecological validity in aural training in light of research, different teaching traditions, recent pedagogical developments, and the professional requirements of contemporary musicianship. Implications for aural training teaching methods were discussed.

ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В СОВЕРШЕНСТВОВАНИИ ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ

The article discusses the possibilities of ICT for improving the methods of teacher training and improving teacher education. Examples of the use of ICT in some foreign countries are given

Perceived use and value of reproductive, problem-solving, and athlete-initiated teaching by coaches and athletes.

In the sports coaching environment, it is recognized that developing athletes' autonomy and problem-solving skills are crucial to support holistic development and ensure optimal performance. However, there needs to be more information on how coaches use and value different teaching methods in training and how athletes perceive and value these methods. This study aimed to examine coaches' and athletes' perceptions of the use and value of reproductive, productive problem-solving, and productive athlete-initiated teaching methods. To this end, the Coaches' Use of Teaching Methods Scale which is validated for the use of coaches and athletes, was applied to 70 coaches and their 294 athletes of youth sports teams purposefully selected from four cities in Türkiye. Data were analyzed by nonparametric methods, including Friedman's and Mann-Whitney tests (p < 0.05). Although there were statistically significant differences between the responses of coaches and athletes regarding the use of different teaching methods in their training and the value they gave to these methods, both groups marked the frequent use of reproductive, occasional use of productive problem-solving and rare use of productive athlete-initiated teaching methods during training. The value given to productive athlete-initiated teaching methods in terms of enjoyment, learning, and motivation by the athletes was higher than the value given to them by the coaches. The study's findings strongly indicate the coaches' professional needs in their pedagogical knowledge, specifically on their value perceptions of productive problem-solving and productive athlete-initiated teaching methods and the capacity to apply them.