Theoretical Teaching Research Articles

Changes in the teaching of prosthodontics adopted in the last academic course of the degree in dentistry in Spain during the first period of the COVID-19 pandemic

ObjectivesTo investigate the impact of the COVID-19 pandemic in the teaching of prosthodontics, on the 5th course of the Bachelor's degree in Dentistry in Spain. MethodsIn June 2021, a two-section survey was submitted to the coordinators of prosthodontics of the 23 Spanish faculties of Dentistry. The first section was focused on the theoretical lessons, seminars, and clinical discussion sessions. The second part relied on the clinical teaching and the implemented preventive measures. ResultsThe response rate was 100%. By the end of the 2020-21 course, both the theoretical and practical teaching were replaced by online activities, returning to face-to face in 2021-22. While most participants preferred in-person seminars and clinical discussion sessions, concerning the theory, comparable percentages of professors chose either face-to-face or blended learning (BL). The students’ satisfaction with BL is high, but they seem more attentive in-person. At the beginning of the pandemic, the most common emergency in prosthodontics was debonding. Overall, a low concern about cross-infection was noticed. The barrier measures were the mainly adopted for prevention. ConclusionsAlthough the BL is appreciated in prosthodontics for theoretical lessons, face-to-face teaching appears to be the best option for seminars and clinical case discussions. The students are satisfied with BL. Clinical significanceIn the face of the COVID-19 pandemic, the Spanish faculties of Dentistry responded quickly to continuing offering quality education through an accelerated digitization process that has created a new paradigm. Detailed analyses of these changes may help establish plans to respond systematically to unforeseen emergencies.

Application of Virtual Reality in Building Construction Courses

At present, the theoretical teaching of "Building Construction" course relies too much on courseware and teaching materials. Practical training lacks effectiveness. Bringing virtual reality into the classroom. D-Sketch technology is theoretically and software-feasible in the course process. By using the characteristics of three-dimensional visualization of the model, D-Sketch technology is integrated into the teaching and implementation of "Building Construction" before, during and after class, so as to improve students' ability to read construction drawings.

Research on Practical Teaching Method and Effect Based on the Integration of Online and Offline Patterns: Take the Course, Reliability and Risk Analysis on Electronic Products, as the Case

The traditional teaching pattern in the classroom has no longer adapted to the needs of education and teaching under the current new situation, the utilization of online and offline integration mode is the trend of the future. To improve the teaching quality and learning effect, the teaching method combining theory and practice is adopted and the theoretical method explanation and virtual simulation analysis are combined organically by introducing the online and offline mixed teaching mode. In this paper, the teaching method called “offline theory explanation, online practice simulation, flipped class discussion” and the teaching evaluation method of “whole process and diversification” are constructed. The teaching was carried out from four aspects: preliminary preparation, online theoretical explanation, offline practical operation and online discussion, which effectively alleviated the contradiction of theoretical teaching content, tense practice site, single assessment method and so on, and achieved a good teaching effect.

The development and study of the effectiveness of a novel uterine contraction learning aid: A two-phase research study

BackgroundNursing students lack clinical experience in assessing intrapartum uterine activity, rating their ability and level of understanding as low or fair despite receiving theoretical instruction prior to attending clinical placements. Teaching model/aids may facilitate learning, however, purchasing additional models could prove expensive within many organisations. Limited exposure to skills rehearsal in school may contribute to student anxiety, stress, and perceived low self-efficacy when in clinical practice. ObjectivesTo develop and assess the effectiveness of a novel Uterine Contraction Learning Aid as a training tool to expand the knowledge, attitude, and practice of nursing students. MethodsA two-phase study conducted at The Institute of Nursing in Thailand. Phase I was underpinned by research and development. After first being considered for its quality, by five experts comprising an obstetrician, two midwives and two nursing instructors, the novel Uterine Contraction Learning Aid was assessed by 30 fourth-year nursing students with experience in assessing uterine contractions for its educational suitability. Phase II - Sixty year-three nursing students were assigned via matched-pairs to either an experimental or control group to evaluate the effectiveness of the Uterine Contraction Learning Aid, completing three questionnaires underpinned by the knowledge, attitude, and practice concept. ResultsPhase I- Descriptive statistics applied to survey responses indicate participants rated the quality of the Uterine Contraction Learning Aid highly in every aspect of learning skills, and perceptions of confidence. The overall production was rated at a good level. Phase II - An independent sample t-test was used to compare knowledge, attitude, and practice values in assessing uterine contractions between control and experimental groups. Participants in the experiment group had significantly higher scores in knowledge and practice when assessing uterine contractions compared to the control group (t = 4.768, p < 0.000 vs. t = 3.630, p < 0.001, respectively). There was no statistically significant difference in attitudes in relation to assessing uterine contractions between the two groups (t = 0.188, p = 0.852). ConclusionsThe novel Uterine Contraction Learning Aid can be used effectively to prepare nursing students prior to practicing with women undergoing intrapartum care.

Fuzzy mathematical algorithm under the design of college soccer teaching network platform

Abstract In the Internet era, soccer teaching has gotten rid of the previous theoretical teaching mode and paid more attention to the use of video and multimedia for network teaching. In this paper, from the perspective of a fuzzy mathematical algorithm, the mathematical set algorithm is used to construct a fuzzy matrix through algorithm mapping, calculate the NMI value of the equivalent algorithm and the comprehensive rating weights of U1-U10 in the evaluation elements of soccer network teaching, and derive the fuzzy transformation value of the rating result of soccer network teaching platform as 83.7895. The probability distribution value is inferred to be 45.8% on average by creating the affiliation function and then calculating the search accuracy, platform recall, and teaching F1 metrics of the Zadeh mathematical operator. After calculating the weighted average value of B=87.6617 for the Zadeh mathematical operator through the metrics, an empirical analysis of the feasibility of invoking the fuzzy mathematical algorithm in the soccer teaching web platform was conducted. The results showed that the total number of students who wanted to continue using the platform was 36,530, accounting for 91.33% of the total number of students, indicating that the use of fuzzy mathematical algorithms to participate in the teaching of the online platform is significantly better than the traditional teaching model and is conducive to improving the effectiveness of student autonomy.

A systematic review of intellectual and developmental disability curriculum in international pre-graduate health professional education

BackgroundDespite the increasing global population of individuals with intellectual and developmental disabilities (IDD), this population remains especially vulnerable to health disparities through several factors such as a lack of access to sufficient medical care and poor determinants of health. To add, numerous studies have shown that healthcare professionals are still insufficiently prepared to support this population of patients. This review synthesizes the literature on current pre-graduate IDD training programs across healthcare professions with the goal of informing the creation of evidence-based curricula.MethodsFour major databases were searched for current pre-graduate IDD training interventions for healthcare professionals. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis flow diagram and the Best Evidence Medical Educations systematic review guide were used to frame our collection and analysis.ResultsOf the 8601 studies screened, 32 studies were identified, with most studies involving medical students (50%). Of note, 35% of studies were interprofessional. Most interventions utilized multiple pedagogical methods with a majority including clinical experiences (63%) followed by theoretical teaching (59%). Kirkpatrick levels showed 9% were level 0, 6% were level 1, 31% were level 2A, 31% were level 2B, 19% were level 3, 3% were level 4A, and none were level 4B.ConclusionsThere is a paucity of formally evaluated studies in pre-graduate health professional IDD education. As well, there are a lack of longitudinal learning opportunities and integration into formal curriculum. Strengths identified were the use of multimodal approaches to teaching, including interprofessional approaches to optimize team competencies.

Reflections on the Construction Path Based on the Online Practice Base of Human Resource Management in HEI

The development of the integration of Industry-University-Research (later abbreviated as “IUR”) is an important part of the reform of higher education institutions（later abbreviated as“HEI”）. Through continuous practice, exploration, debugging and updating, it will, on the one hand, help to improve the degree of adaptation of theoretical teaching to the real world, and on the other hand, it can better help students to make the transition from family to society and complete the metamorphosis of the fully socialized process.In addition to a solid foundation in macro theory, the teaching of management courses, as compared to other categories, requires a very different approach to management in different industries, regions, corporate cultures and leadership styles. Therefore, use methods in line with local circumstances is a very important step in developing good HR managers.Due to the reality that students are unable to travel across the country for practice, the online experience becomes a great tool to aid practice.The study is based on the teaching of human resource management to students in higher education,and supplemented by the technical support of the platform provided by emerging enterprises. After observing and reflecting on the feedback from students after using the platform, the idea of a pathway for the construction of an online practice base is proposed to lay the foundation for subsequent research. Keywords : IUR, human resource management, online platform, practice base DOI: 10.7176/JEP/14-15-01 Publication date: May 31 st 2023

The Application of BOPPPS Teaching Method in the Teacher Education Curriculum

The teacher education curriculum should guide the future teachers to master the necessary educational knowledge and ability. The teaching reform is the core link of the teacher education curriculum reform. Based on constructivism and communicative approach, the BOPPPS teaching model is a closed-loop teaching process model which emphasizes students’ participation and feedback. The BOPPPS teaching model is helpful to realize effective teaching of teacher education courses. The application of the BOPPPS teaching method in the teacher education curriculum is helpful to deepen the theoretical teaching and consolidate the theoretical knowledge of education and teaching.

ZAŠTO NAM (NE) TREBAJU SOCIOLOZI? / WHY DO WE (NOT) NEED SOCIOLOGISTS?

This article discusses the status of sociology as a scientific discipline in Bosnia and Herzegovina in the context of its applicability and competitiveness of sociologists in the labor market. This question has been particularly elaborated by American sociologists, but also by other sociologists in their empirical research and theoretical works. Theoretical reviews of Bosnian authors regarding the place and role of sociology in our society have also been presented. For the purposes of this article, the educational programs in the field of sociology in all public universities in Bosnia and Herzegovina have been analyzed and it was found that the study of sociology can be studied at only six out of nine public universities, and the knowledge and competencies acquired during studies enable graduates sociology to be engage in theoretical sociology (scientific work), applied sociology (project management and public policy analysis) or teaching (in high schools or colleges). By analyzing the vacancies published on the Mojposao.ba portal, in the categories of "socioal services/non-profit organizations", "education" and "public service", we conclude that the knowledge and competencies acquired through education in sociology are mostly required in vacancies published by NGOs and international organizations and least in the education sector. The concluding remarks provide recommendations in order to provoke a discussion on the modalities of improving the status of sociology as a scientific discipline, and the educational profile of sociologists in the context of his position in the labor market in Bosnia and Herzegovina.

Research on the Teaching Reform of Radio-Frequency Identification Course Based on the Educational Philosophy of Outcome-Based Education

In order to improve the teaching effect and quality of the course Radio-Frequency Identification, we investigated the characteristics of the course and problems in its teaching practice. Based on the educational philosophy of outcome-based education (OBE), we carried out teaching reforms, which included the use of flipped classroom, the organic combination of theoretical and practical teaching, school-enterprise cooperation and collaborative education, as well as other measures. The results showed that the improved teaching method can effectively stimulate students’ interest in learning, enhance students’ learning initiative, improve students’ ability to solve complex engineering problems in the field of radio-frequency identification, cultivate the spirit of teamwork among students, and nurture their innovative practical ability.

Concept of Vocal Pedagogy by Valentyna Antoniuk in the Context of Ukrainian Vocal School Development

The purpose of the article is to reveal the theoretical foundations, pedagogical principles, and teaching methods of Valentyna Antoniuk in the context of the development of the Ukrainian vocal school. The research methodology is based on a complex combination of the historical and cultural method (in the comprehension of cultural and artistic factors in forming V. Antoniuk’s pedagogical concept in the context of the development of the national vocal school in Ukraine). The method of aesthetic and stylistic analysis are used in the disclosure of the characteristics of pedagogical principles and priorities in V. Antoniuk’s teaching activity. The novelty of the study consists in revealing the modern understanding of the "vocal school" phenomenon, which is connected with the individual creativity of the performer, asserting what is basic for the concept of V. Antoniuk’s vocal pedagogy, in the context of creative personalities’ professional features. Conclusions. V. Antoniuk's pedagogical attention is focused on the methods of sound production and sound science, singing breathing, the use of vocal apparatus resonators, principles of voice production, articulation and intonation foundations of performance, performing freedom and individual performing vision of an artistic image. Among the pedagogical priorities of training is the desire for a student's personal understanding of a vocal work, its artistic and semantic interpretation and filling the performance of the work with maximum detailing of various expressive means.&#x0D; Key words: Ukrainian vocal school, vocal pedagogy, vocal performance, ethnocultural traditions of performance.

Proto-professionalism: Opportunities for student learning and service to homeless people

The concepts of professionalism including ethical practice, reflection, self-awareness, respect, teamwork and social responsibility are present in the healthcare curriculum but rarely learned in combination. The concepts can be combined when students receive practical experiences on the challenges of delivering health and social care to populations experiencing poverty and disadvantage. We report on work with homeless people in our local communities designed to align social accountability responsibilities with healthcare curricula through a student volunteering project; initially established in a medical school. Using an ethical approach we developed this learning through a staff-student-community partnership. The outcome was learning consisting of theoretical teaching, practice learning and the potential to volunteer. We report on the development phases over several years (2013-2017). The pedagogical evaluation used a sequential mixed methods approach. One hundred and ninety-five student participants scored pre- and post-questionnaires. Of these 75% completed reflective assignments and many went on to volunteer. Twenty of those who volunteered participated in one-to-one interviews. Scored data were analysed statistically and reflective written materials were analysed using content analysis. The interview data were analysed using thematic analysis. The learning was positively experience and students reported changed attitudes and understandings of homelessness. Practice-placements and volunteering further enhanced these insights and student’s perceptions of readiness for clinical practice. This can be described as proto-professionalism. The student-staff-community partnership offers an ethical platform on which to build sustainable local outreach projects. The students gained a deeper appreciation of social injustice for homeless people.

Exploring the mechanism of three herb pairs for the treatment of atherosclerosis through network pharmacology and molecular modeling

Background: Atherosclerosis (AS) is one of the leading causes of cardiovascular diseases. The traditional China herb pairs such as Huanglian-Gualou, Honghua-Taoren, and Suhexiang-Bingpian showed therapeutic effects on AS by clearing heat and resolving phlegm, invigorating blood and removing blood stasis, as well as aromatic resuscitation, respectively. However, the common and specific mechanisms of these pairs against the same disease are elusive.Objective: This study aimed to explore the molecular mechanisms of 3 herb pairs treating AS by network pharmacology, molecular modeling and mechanism experiments.Methods: The components and their corresponding targets of 3 herb pairs, as well as AS-related targets, were collected from multiple databases and literature. Then the protein-protein interaction network was built to identify the key components and targets associated with AS. The pathway enrichment analysis using KEGG was carried out for analyzing the common mechanisms of 3 herb pairs against AS. Finally, the binding modes of the key components and targets were analyzed by molecular docking and molecular dynamic simulation.Results: The PPI network indicated that the common targets of 3 herb pairs focused on four pathways, including regulated vascular shear stress, TNF, ARE-RAGE, and IL-17 pathways. The molecular docking analysis indicated that the key component quercetin showed highest docking score with PTGS2 in comparison to other targets. Molecular dynamics simulations revealed that quercetin stably anchored to the active pocket of PTGS2 by forming hydrogen bonds with Thr175, Asn351, and Trp356.Conclusion: The molecular mechanism of Huanglian-Gualou, Honghua-Taoren, and Suhexiang-Bingpian against AS was preliminarily expounded, and we wish to provide a theoretical instruction for clinical treatment of AS.

Teaching reform and practice of food additives curriculum based on professional certification in Engineering Education

The certification of engineering education has become the only way for China's engineering majors to connect with the international standards and continue to develop forward. Under the background of professional certification of engineering education, The problems such as too many knowledge points, poor practical ability and insufficient ideological and political depth in the course of food additives were analyzed, from the theoretical teaching method of establishing project teaching and flipped classroom, a three-level practical curriculum system combining verification, synthesis and design experiments has been built, put forward measures for curriculum teaching reform from three aspects of optimizing curriculum ideological and political design. The above reform measures can effectively mobilize students' learning initiative,to be student-centered and output-oriented, and cultivate students' ability to analyze and solve practical engineering problems.

Stigmatization towards electro convulsive therapy: Impact of practical teaching on medical and nursing students

BackgroundThis study explored the impact of theoretical and practical teaching on electro convulsive therapy (ECT) on medical and nursing students’ stigmatizing attitudes towards ECT and representations of it. MethodFourth-year medical students and nursing students answered questions from the Questionnaire on Attitudes and Knowledge of ECT (QuAKE) and from the Mental Illness: Clinicians’ Attitudes version 2 (MICA v2) scale. The questionnaires were completed before and after observing a 3-hour practical training session in the ECT unit. The endpoint was the impact of practical training as assessed by MICA and QuAKE scores. Multivariate analyses were used to explore the impact of practical training on MICA and QuAKE total scores. ResultsStigmatizing attitudes and representations of both medical and nursing students towards ECT were reduced after practical training (β=–4.43 [95% CI –6.15; –2.70] p=0.0001). The impact was greater in medical students (β=–8.03; 95% CI [–10.71; –5.43], P=0.0001) than in nursing students (β=–2.77; 95% CI [–4.98; to 0.44], P=0.02). Gender, psychiatric history in close persons, and having already followed a psychiatric/ECT course had no independent impact on stigmatizing attitudes towards ECT and representations of it. ConclusionPractical training in ECT should be given to all health professionals to improve access to it.

Research on Teaching Human Resource Management in Colleges and Universities Based on Vocational Competence Development

With the rapid development of social and economic changes, enterprises have made great changes to human resource management positions, which also put forward higher requirements for students of human resource management in colleges and universities. Based on deepening theoretical teaching, human resource management teaching in colleges and universities should cultivate the students' vocational ability and improve their comprehensive quality. This paper mainly analyzes the teaching of human resource management in colleges and universities based on the cultivation of vocational ability and puts forward some corresponding solution strategies for commonly existing problems.

Assessment of the Competence of Nurses in Taking Care of a Dying Patient in Poland.

During nursing education, few practical hours are devoted to comprehensively preparing students to care for a dying patient. Contact with a dying patient is a key element of the job of every working nurse in the profession. Therefore, it is necessary to properly prepare nurses to care for a dying patient. This study aimed to assess the professional competence of nurses in caring for a dying patient and the factors that affect this preparation. This study involved 223 nurses during master's degree in nursing at the Medical University of Warsaw, receiving either full-time education (group I, N = 121) or hybrid education (group II, N = 102). The study used the FATCOD-BP ((Frommelt Attitudes Toward the Care Of the Dying scale Form B, Polish version)) questionnaire (Cronbach's alpha 0.75), an original questionnaire containing questions about feelings experienced during the SARS-CoV-2 virus pandemic and sociodemographic questions. FATCOD-BP for all groups was below average regarding caring for a dying patient (M = 109, SD = 11.68). Nurses pursuing full-time education were better prepared to care for a dying patient than were nurses pursuing hybrid education. Nurses who exhibited fear of their own deaths had a lower subjective level of preparation for caring for a dying patient. (1) Nurses are not sufficiently prepared to care for a dying patient. (2) The training of nurses should be provided in the form of in-patient education, and the methods of training should be modified by increasing the number of hours of practical and theoretical instruction in palliative care for a dying patient.

Development and implementation of a comprehensive ultrasound curriculum for medical students: The Bonn internship point-of-care-ultrasound curriculum (BI-POCUS).

Point-of-care ultrasound (POCUS) is rapidly gaining ground within different areas of applications. Despite the high and increasing relevance of ultrasound, the availability of structured training programs in medical schools is still limited. Therefore, many doctors keep acquiring all their ultrasound skills throughout their postgraduate training. As a result, new residents lack theoretical and practical ultrasound abilities that are critical in everyday clinical practice. In order to improve this, we created and implemented a complete ultrasound curriculum for all medical students throughout their internship year that focuses on hands-on abilities in ultrasound imaging. We used Kern's six-step model of curricular development comprising (1) problem identification and general needs assessment, (2) needs assessment of the targeted learners, (3) goals and objectives, (4) educational strategies, (5) implementation, and (6) evaluation and feedback by board-certified ultrasound experts. A two rounds Delphi process with multilevel, self-completed questionnaires and individual using a 9-point Likert scale and free text comments was used to identify learning objectives and reach agreement on the content of the curriculum. The curriculum developed is aimed at students with no or little experience in their internship year and will be taught as part of their weekly-based internship training courses consisting of 2 hours of theory and 3 hours of practical training. The training will be conducted within a modular framework focusing on the key requirements of POCUS with increasing levels of complexity in accordance with the recommendations of the German Society for Ultrasound in Medicine (DEGUM), the European Federation of Societies for ultrasound in Medicine and Biology (EFSUMB) and the World Federation for ultrasound in Medicine and Biology (WFUMB). A longitudinal e-learning system will be implemented in addition to the practical and theoretical teaching units to track and examine the progress of the students. Early integration of ultrasound training into medical education as part of a structured and standardized broad ultrasound curriculum enables medical students to acquire basic skills and apply them practically. Fundamental scanning skills are acquired by hands-on exercises in small, supervised groups as part of BI-POCUS. BI-POCUS therefore provides an excellent opportunity to improve the clinical skills of future physicians. More research is needed to analyze the learning outcomes for medical students and the improvement of the patient's outcome by establishing such an ultrasound curriculum.

Micro-Videos as a Learning Tool for Professional Practice during the Post-COVID Era: An Educational Experience

With the arrival of the pandemic, many education students in higher education classrooms saw how their internships were cancelled, making it impossible for them to access real contexts that would let them know how their everyday professional life would be. Consequently, it was necessary to make a methodological change. To bridge the gap between theoretical and practical training, we conducted an educational experience at a private university where several educational videos were used to reflect the implementation of different educational methodologies in teaching mathematics by expert teachers. In the recorded practices, it was shown how four different methodologies were implemented in several contexts during the day-to-day classes: International Baccalaureate (IB), gamification, flipped classroom and project-based learning. We studied each methodology to measure their impact on primary students’ learning and guarantee that higher education students had visualized effective practices through micro-videos. The results of our study show that, in certain aspects of mathematics, the students’ own teaching capabilities have greater influence than the theoretical methodological instruction they generally receive in the classroom. Further, concerning students’ perceptions, we can conclude that their motivation increased towards the use of micro-videos, since they became active agents of their own learning.

A Deep Learning-oriented Practical Training Course for Computer Application Skills

With the rapid development of computer technology and constant advance of teaching information reform in the field of higher education, how to cultivate qualified computer talents in teaching seems particularly important. However, the current computer teaching is still based on theoretical teaching, the application form of teaching methods is unitary, and the teaching effect is not ideal. In this study, on the basis of Moodle platform, a teaching mode of deep learning was constructed using the guiding concept of multiple intelligences theory. This model was mainly performed in three stages through three links, which corresponded to three levels of deep learning. In this study, 100 students majoring in computer science were taken as research objects for teaching practice, and students’ learning ability was measured and assessed through numerous methods, such as questionnaire survey, classroom observation, work assessment, and interview. The validity of this model was verified through an analysis and summary of experimental data. Results suggest that deep learning mode can effectively develop students’ computer ability and improve their learning initiative and innovation. This study verifies that online teaching mode based on deep learning is effective and is of certain significance and implication for the development of the course of computer technology.