Enablers and Barriers of Blended Learning in Faculty Development.

Introduction Online learning provides a ubiquitous and self-paced learning experience, while face-to-face learning encourages commitment in a prescheduled formal instruction. Blended learning (BL) combines these two mediums and provides flexible learning opportunities. While faculty development programs have utilized these two mediums separately, BL has not been fully implemented locally until recently. Identifying elements that enable or hinder faculty within a newly implemented BL program can enhance the learning experience and support professional development. The current study aims to identify how junior and senior faculty members of medical departments at a Turkish university perceive enablers and barriers in a new BL faculty development program. Methods This research is a multiple case study with qualitative inquiry using in-depth interviews and thematic analysis. Using a BL approach, the research team designed faculty development activities based on the Four-Component Instructional Design model. Participants accessed the activities on a Moodle learning management system. Faculty experiences in blended faculty development were examined. The study group consisted of 26 participants, with 14 junior faculty in case 1 and 12 senior faculty in case 2 from different medical departments at a Turkish university. Data were collected and analyzed using qualitative methods. Results This study identified enablers and barriers within a BL faculty development program. While participants identified three barriers, they identified eight enabling elements in a BL program. A lack of time was the most critical barrier to participation in the program. Setting goals for personal development and obtaining skills in teaching were essential enablers within the BL program. Conclusion The use of an online platform to support face-to-face faculty development programs is beneficial in several ways for faculty. Faculty developers can utilize BL to foster engagement and motivate faculty for increased participation, especially if they seek to mitigate known barriers to a successful BL program. Online communication and activities are suggested to develop communities of practice in the workplace. Strategies to eliminate workload and provide guidance on time management are required for both junior and senior faculty.

Catalytic hydrothermal liquefaction of lactuca scariola with a heterogeneous catalyst: The investigation of temperature, reaction time and synergistic effect of catalysts.

In this study, lignocellulosic biomass was converted into liquid products by catalytic hydrothermal liquefaction. Zn, Fe, and Zn + Fe were used to obtaining products with high energy value as heterogeneous catalyst systems in this study. The different experimental parameters were used to examine temperature (220, 240, 260, 280, 300 °C), reaction time (0, 5, 10, 15, 20, 30 min.), and the synergistic effect of catalysts (Zn + Fe) on conversion rate. The products obtained were examined by GC-MS, Elemental, FT-IR, 1H NMR, SEM-EDX, and XRD analysis methods. According to the results of the experiment, it has been determined that Fe is the most effective catalyst for light bio-oil and heavy bio-oil yields and Zn + Fe is the most effective catalyst system for the gas + aqueous phase products. Fe catalyst in monoaromatics formation, Zn catalyst in polyaromatic and aliphatics compound formation, Zn + Fe catalyst system in oxygen compounds formation are effective.

Factors determining students' global satisfaction with clerkships: an analysis of a two year students' ratings database.

Clerkships would benefit from teachers' improved understanding of the didactic aspects of their task. The purpose of this study is to identify factors that determine the teaching quality of clerkships and to examine the predictive value of these factors for students' global satisfaction. Thus, results would be further reflected to clinical teachers' tasks. These factors could then be taken into account in future clinical teaching. In this paper, a medical faculty's 2 year data set of student feedback from a systematic programme evaluation project was used. A factor analysis was performed on 11,780 student questionnaires. Factor loads, and the Cronbach's alpha coefficients of the questionnaire and factors were calculated. In order to examine the contributions of the factors to the students' global satisfaction, the study included a multivariate stepwise regression analysis. The analysis revealed four factors, which together explained 60.24% of the variance: Structure & Process (44.66%); Time (5.8 %); Outcome (5.35%) and Input (4.39%). The Structure & Process factor was found to be the best predictor of students' global satisfaction (R2 =( ).537). Our conclusion is that "efforts to improve clerkship quality should focus on students' learning processes and clerkship structure".

Use of case-based exams as an instructional teaching tool to teach clinical reasoning.

BACKGROUND: It is a very well-known fact that examinations drive learning to a great extent. The examination program is actually the 'hidden curriculum' for the students. In order to improve teaching and learning one option is to strategically use of exams. AIMS: This report of the strategic use of an innovative assessment tool in clinical problem solving domain, presents the design, format, content, students' results and evaluation of one year test results of instructive case-based exams for 6th year medical students. METHOD: Using a hybrid form of the OSCE, PMP and KFE formats, we developed a case-based stationary exam. Students were treated as advanced beginners in medical career and forced to an inquiry to use their clinical knowledge in the cases. Case discussions and question-answer sessions followed the exams. Six exams were held in 2000-2001 and 382 students participated in the study. One or two problems were used for each exam and the mean duration was 27 minutes for 7-11 stations. 17-19 observers contributed to each exam. Exams were evaluated by questionnaire based feedbacks of the students and oral feedbacks of the staff members. RESULTS: The exams were well received and rated 'fair' by the students and the format was found highly 'relevant for learning' while the content was 'instructive' and 'not difficult'. The total non-satisfactory performance rate was 2.36%. Students asked to take a similar test weekly. Although it was labor intensive, staff members appreciated the collaborative working process. CONCLUSIONS: Instructive case-based exams and the following case discussions seemed a high potential and motivating teaching tool in the clinical problem solving domain for 6th year students.

Basic life support skills training in a first year medical curriculum: six years' experience with two cognitive-constructivist designs.

RATIONALE: Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. METHOD: A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. RESULTS: Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. CONCLUSION: In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion.

Bio-oil production via catalytic pyrolysis of Anchusa azurea: Effects of operating conditions on product yields and chromatographic characterization.

Pyrolysis of Anchusa azurea, a lignocellulosic gramineous plant, was carried out in a tubular, fixed-bed reactor in the presence of four catalysts (Ca(OH)2, Na2CO3, ZnCl2, Al2O3). The influences of pyrolysis parameters such as catalyst and temperature on the yields of products were studied. It was found that higher temperature resulted in lower liquid (bio-oil) and solid (bio-char) yields and higher gas yields. Catalysts effected the yields of products differently and the composition of bio-oils. Liquid yields were increased in the presence of Na2CO3, ZnCl2 and Al2O3 and decreased with Ca(OH)2. The highest bio-oil yield (34.05%) by weight including aqueous phase was produced with Na2CO3 catalyst at 450°C. The yields of products (bio-char, bio-oil and gas) and the compositions of the resulting bio-oils were determined by GC-MS, FT-IR and elemental analysis. GC-MS identified 124 and 164 different compounds in the bio-oils obtained at 350 and 550°C respectively.

A multicenter study: how do medical students perceive clinical learning climate?

BACKGROUND: The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. METHODS: Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). RESULTS: The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. CONCLUSION: The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

Effects of catalysts and solvents on liquefaction of Onopordum heteracanthum for production of bio-oils.

Milled Onopordum heteracanthum stalks were converted to liquid products in organic solvents (methanol, ethanol and acetone) with (KOH and ZnCl2) and without catalyst in an autoclave at temperatures of 523, 543 and 563 K. Effects of liquefaction parameters such as catalyst and solvent were investigated. The percentage yields from supercritical methanol, ethanol and acetone conversions were 48.2, 50.4 and 66.2 at 563 K in the non-catalytic runs, respectively. In the catalytic run with ZnCl2, the highest conversion (70.2%) was obtained in acetone at the same temperature. The obtained liquid products at 563 K were analyzed and characterized by elemental, Fourier transform infrared spectroscopy, gas chromatography-mass spectrometry. 106 different compounds have been identified by GC-MS in the liquid products obtained in methanol at 563 K.

Assessing medical student competency in communication in the pre-clinical phase: objective structured video exam and SP exam.

OBJECTIVE: The aim of our study was to present the structure, process and results of the objective structured video exam and One-Station standardized patient exam that have been used to assess second year medical students' communication skills. METHODS: Scores of 1137 students between the years 2007 and 2010 were analyzed. Means and standard deviations were calculated for scores and ratings. Internal consistency was assessed using Cronbach's alpha coefficient. To analyze reliability and generalizability, multivariate generalizability theory was employed. RESULTS: Students' total and item scores on the objective structured video exam (60.5-68.8) were lower than on the One-Station standardized patient exam (90.4-96.6). Internal consistencies of both exams were moderate. Generalizability analysis and D-study results showed that both the objective structured video exam and the One-Station standardized patient exam need improvement. CONCLUSION: Both exams need measures to improve them, such as increasing the number of video cases or stations, and further standardization of raters. PRACTICE IMPLICATIONS: This study might encourage medical teachers to consider assessing validity and reliability of written and performance exams on the basis of generalizability theory, and to find out feasible actions to improve assessment procedures by conducting a D-study.

Description and evaluation of an innovative course on learning and study skills for the first year medical students.

The purpose of this study is to share educational structure and evaluation results of an innovative course on effective learning and study skills for the first year medical students. In Turkey, undergraduate medical education takes six years and each year nearly 5,000 high school graduates start medical schools. However, many students experience frustration and failure because of their lack in the learning and studying strategies. At the Ege University Faculty of Medicine, preclinical curriculum consists of the body function systems-based teaching blocks. Year one has three blocks. We implemented an effective learning and study skills course at the first and third blocks of the 2003-2004 curriculum. We evaluated the course by students' feedbacks derived from block questionnaires and students' homework performance analysis. At the first block questionnaire, out of 297, 163 students (54.8%) clearly stated that the course positively influenced their learning process. Structured analysis of the first block's students' homework showed that an average of 206 students (69.3%) can sufficiently describe their learning and studying approach, while 218 (73.4%) can identify the strengths and weaknesses of the curriculum. The average student scores were 74 +/- 10 and 68 +/- 11 out of 100 for first and third blocks, respectively. We interpreted these results as students enjoyed the course and learned the content. In conclusion, a course on effective learning and study skills is likely to assist first year medical students in improving their learning and adaptation to the school.