Innovations in teaching during the COVID-19 pandemic: comparisons of the impacts of different teaching approaches in psychiatric nursing on undergraduate nursing students.

BACKGROUND: Psychiatric nursing education was significantly impacted during the COVID-19 pandemic, and innovative teaching can be challenging. This study aims to compare the effectiveness of four approaches to psychiatric nursing education in the context of the pandemic. METHODS: A quasi-experimental design was adopted. Students were subjected to different teaching designs: face-to-face teaching (Class A in 2021), blended teaching with flipped classroom using roleplay (Class B in 2021), live broadcast teaching (Class A in 2022), and online blended teaching with flipped classroom using case studies (Class B in 2022). Multivariable logistic regression was used to analyse the outcomes in terms of academic performance and course workload. RESULTS: The number of valid data points was 270. The results indicated that compared with Class A in 2021, the two classes in 2022 achieved significantly higher academic performance scores, and Class B in 2021 exhibited a significantly lower workload. Compared with Class A in 2022, Class B in 2021 exhibited a significantly lower workload. Compared with Class B in 2022, Class B in 2021 exhibited a significantly lower workload and achieved lower academic performance scores. CONCLUSION: This study demonstrated that innovative teaching designs for psychiatric nursing offer advantages with regard to either facilitating academic performance or optimizing learners' task loads. Furthermore, blended learning is a promising teaching approach in the context of the COVID-19 pandemic. Future teaching initiatives could adopt student-centred constructive learning designs and ensure feasible teaching.

Teaching to prepare undergraduate nursing students for palliative care: nurse educators' perspectives.

BACKGROUND: Education in palliative care for undergraduate nursing students is important for the competence of general nurses. Newly graduated nurses have reported challenges in coping with their own emotions when encountering dying persons. They express a wish for more education before they graduate, particularly in psychosocial and existential areas, such as having difficult conversations and supporting grieving persons. Despite awareness of the importance of palliative care education for nurses, there is a lack of knowledge on how to effectively convey this knowledge to students. The aim of the present study was to explore how teaching to prepare undergraduate nursing students for palliative care practice is conducted in Sweden. METHODS: Educators from 22 Bachelor of Science nursing programmes in Sweden were interviewed about how they conducted palliative care education, with a focus on teaching situations that have been successful or less successful. The interviews were transcribed and analysed using qualitative inductive content analysis. RESULTS: Educators described that they play a crucial role in preparing undergraduate nursing students to face death and dying and to care for persons at the end of life. In the main theme, "Transforming person-centred palliative care into student-centred education", educators described how they incorporated the person-centred palliative approach into their teaching. Educators used a dynamic style of teaching where they let the students' stories form the basis in a co-constructed learning process. The educators trusted the students to be active partners in their own learning but at the same time they were prepared to use their expert knowledge and guide the students when necessary. Discussion and reflection in small groups was described as being essential for the students to achieve a deeper understanding of palliative care and to process personal emotions related to encountering dying and grieving individuals. CONCLUSIONS: This study suggests that palliative care education for undergraduate nursing students benefits from teaching in smaller groups with room for discussion and reflection. Furthermore, gains are described relating to educators taking the role of facilitators rather than traditional lecturers, being flexible and ready to address students' emotions. Educators also draw on their experiences as palliative care nurses in their teaching practices.

Exploratory application of an integrated topic-based curriculum in biochemistry experimental teaching.

Biochemistry, a complicated basic course in health sciences, plays a fundamental role in describing pathogenic mechanism of illness in molecular terms, and is required to be learned for all medical students. Due to various obstacles to biochemistry learning and teaching, there is a pressing issue of curriculum reform to arouse the student's enthusiasm in biochemistry learning. In this study, an integrated topic-based biochemistry training program (TBBTP) combining the traditional lectures, question-based learning and experimental practices, was introduced in biochemistry teaching. Its effectiveness was evaluated through examination and questionnaire analyses. Consequently, we found that TBBTP promoted the dissemination of biochemical knowledge via traditional lecture, designated learning issues and experimental practices, and acquisition of various skills through practical operation, presentation, and independent learning. It motivated students to study biochemistry with intense interest and enthusiasm. This study explored the feasibility of the topic-based biochemistry teaching as a supplement to biochemistry curriculum in medical education and as a mainstream pedagogy in biochemistry lab.

Utility of a Structured Teaching Approach, Rehearsal, and Training for Patients With Autism Spectrum Disorder to Avoid Physical Restraint During Induction of Anesthesia.

PURPOSE: We aimed to determine whether the use of a structured teaching approach, rehearsing, and training (SRT) for anesthesia induction in patients with autism spectrum disorder (ASD) could reduce the need for physical restraint. DESIGN: Retrospective observational study METHODS: We retrospectively analyzed 63 patients (4 to 40 y old) with ASD who underwent general anesthesia for dental treatment. Patients were divided into SRT (n = 22) and non-SRT (n = 41) groups. In the SRT group, patients were presented with a visual guide based on a structured teaching approach at the pre-anesthetic consultation. The guide comprised photographs of the places, tools, and processes that the patient would experience prior to anesthesia induction. Patients then practiced these processes (rehearsal). Patients in the non-SRT group were administered anesthesia in a conventional manner without SRT. FINDINGS: The percentage of patients needing physical restraint was significantly lower in the SRT (3/22, 13%) than in the non-SRT group (21/41, 51%, P < .001). CONCLUSIONS: The SRT method reduces the need for physical restraint in patients with ASD during anesthesia induction.

Training Public Health Professionals to Tackle Women, Children, and Families Health Issues: A "Skill-Based Qualitative Learning Approach".

Purpose: There are several teaching and learning approaches but finding the one that is appropriate for a particular field or training program is an arduous task. The purpose of this paper is to introduce the "Skill Based Qualitative Learning Approach" (SBQLA) in training health professionals. Description: The SBQLA is a pedagogical approach via which learners are trained in developing qualitative questionnaires and interview skills to learn from experts in the Public Health (PH) field. This teaching approach arms students with interview skills that help them identify and address PH roadblocks and get them authentic information from experts. It also equips them with techniques on how to do formalized presentations and come up with projects and interventions that help mitigate and eliminate drivers of health problems among women, children and families. Assessment: Learners' field experiences are shared in a professional presentation style in a class to help trainees benefit from each other's information and to get formalized feedback on their presentation. Assessment in this learning approach is based on a synthesis and an analysis of data collected from professionals. Conclusion: Findings from this learning approach enables experts to shed light on true stories shared by real and authentic individuals whose faces can be associated with their shared experiences. This learning approach makes it possible for trainees to also initiate projects that help them tackle existing and emerging public health issues in their future work.

Evaluation of participatory learning approach for developing competency of human immunodeficiency virus risk assessment skills among MBBS undergraduate students.

BACKGROUND: An Indian medical graduate needs to be competent in the diagnosis and management of human immunodeficiency virus (HIV) patients. This is crucial in terms of occupational safety. A participatory learning approach could be a possible way to change behavior and improve HIV risk assessment skills among medical students for better occupational safety and health care. The present study was planned to identify the need, provide different learning experiences for acquiring competency, and compare the effectiveness of participatory learning over traditional in developing HIV risk assessment skills. MATERIALS AND METHODS: An educational interventional (randomized controlled trial) was carried out at GEMS and Hospital. Needs assessment survey was conducted, which identified HIV risk assessment as a key competency. For which the outcome-specific learning objectives were defined, two different learning experiences were employed. A pretest was conducted to assess the baseline knowledge and attitude (n = 92); they were then divided into two equal groups (A and B). "A" group was taught by participatory approach, whereas "B" by traditional techniques followed by posttest and objective structured clinical examination (OSCE) to assess their HIV risk assessment skills. Statistical analysis: Paired t-test for assessing knowledge and attitude within the same group and unpaired t-test for assessing skills between the two groups were used in this study. RESULTS: Statistically significant improvement (P < 0.001) in knowledge and attitude scores was noticed that OSCE scores were significantly higher in the intervention group "A" (P < 0.001) as compared to "B" taught by traditional techniques. CONCLUSION: Participatory learning effectively builds upon existing knowledge and attitude to develop better HIV risk assessment skills.

Students´ preparedness, learning habits and the greatest difficulties in studying Histology in the digital era: A comparison between students of general and dental schools.

INTRODUCTION: There are only sporadic references in literature regarding general medicine and dentistry student´s preparedness for Histology, study resources and how students might use them in the era of virtual microscopy. METHODS: A structured questionnaire was used to evaluate students´ opinion, with 192 students of general medicine and 82 students of dentistry responding. RESULTS: The dentistry students evaluate their previous knowledge of basic high school disciplines as less helpful when compared to their general medicine colleagues, but this difference diminishes during the first year of medical school studies. Students of dentistry display a better orientation in the amount of study resources (electronic vs printed) and also the ways of their use (practical vs theoretical preparation). The main problems surfacing in the study of Histology have been: the lack of time due to the high demands of Anatomy, problems with correct identification of structures in specimens and correct orientation in a large number of available study resources. Students indicate that they would appreciate the introduction of interactive exercise tests to verify practical and theoretical knowledge. CONCLUSION: We revealed significant differences between students of general medicine and dentistry in terms of student´s preparedness and learning habits. According to our findings, it is still necessary to further develop teaching methods utilising virtual microscopy, taking into account the needs of both general medicine and dental school students.

BarcodingGO: A problem-based approach to teach concepts related to environmental-DNA and bioinformatics.

In this paper, we propose and describe a new approach, named BarcodingGO, to teach environmental DNA and bioinformatics concepts to undergraduate or graduate students in molecular biology-related fields. The learning pipeline proposed here aims to solve a simulated environmental monitoring problem, in which a biodiversity survey of a particular region is needed to assess the impact of an environmental disaster. Biological surveys, in the context of environmental DNA studies, are performed by analyzing the DNA released by organisms living in a specific environment. We proposed a scenario in which quick response (QR) codes represented a given environmental DNA, and they were positioned in a scattered pattern across two regions of the classroom (representing pre and post scenarios for a particular environmental disaster). The QR codes redirect to a page that contained a fictional representation of an animal or a plant. Students then survey the region's biodiversity using QR code scanning applications on their cell phones by "capturing" these organisms as an analogy to the Pokémon GO game of the international Pokémon franchise. We believe this method (or even an adaptation of it) can be an essential tool to engage students in molecular biology classes. Moreover, this approach can help to teach how modern genomics and bioinformatics tools can be applied to solve real problems in conservation biology.

Does a novel teaching approach work? A Students' perspective.

BACKGROUND: There is always a call for educational reform and further research to improve educational programs. The continuous development of new educational approaches is a work in progress. Educational strategies like team-based learning, flipped classroom, and lottery-based token economy, were used to develop a novel teaching approach. AIM: This study had two major goals. The first goal was to introduce a novel teaching approach in professional healthcare academies. The second goal was to get an in-depth understanding, from the students' perspective, about the benefits and limitations of this new teaching approach. METHOD: The study was conducted using a qualitative, phenomenological research design. Third and fourth-year nursing students completed reflective journals to describe their personal experience with the new teaching approach at the end of the semester. The students' responses were analyzed and coded using Kember's four-category coding schema for reflective writing, to extract themes using thematic analysis. FINDINGS: Seventy-five students completed and returned their reflective journals. The analysis showed various challenges and facilitators/benefits of the students' experiences. The themes that emerged from the analysis were: lack of exposure vs. a sense of achievement; lack of teamwork skills vs. role fulfillment; working with new people vs. conflict resolution; variation vs. collaboration/creativity; time management vs. constructive competition; wasting resources vs. flexibility, and proactivity/active engagement. These themes summarized why the new teaching approach worked and what barriers students faced with the new assembly. CONCLUSION: Results from the current study demonstrated the great potential of the new teaching approach. Recommendations for future research were also discussed.

The Influence of Teaching Approach on Students' Conceptual Learning in Physics.

Physics is fundamental to secure future needs for scientific and technological competence (Angell et al., 2004), but many countries experience a drop in students' performances in international assessments (Organisation for Economic Co-operation Development [OECD], 2018), as well as in rates of enrolment in undergraduate programs in scientific disciplines (STEM). Socio-constructivist theories have produced a reforming movement in several educational systems, in particular in the area of sciences, but teacher often consider them an idealistic view of education and do not consider themselves metacognitively competent enough to foster thinking in the classroom. In this study, we investigated the efficacy of different teaching methods on high-school students' conceptual knowledge of physics, after the effect of science-related beliefs and critical thinking skills was controlled. We adopted a mixed-method with sequential design, in which quantitative and qualitative data flow are inter-mixed. In specific, we interviewed four high school physics teachers to identify teaching approaches (qualitative approach) and compared them in terms of efficacy on students' performances (quantitative approach). Four teachers and 77 10th grade students participated. Teachers were interviewed during the school years and asked questions about their teaching experience, their teaching approach (Kang and Wallace, 2005) and their epistemic beliefs (Tsai, 2002). Students performances in Science-related beliefs (Conley et al., 2004), critical thinking (Cornell Critical Thinking Test Level X, Millman et al., 2005), and conceptual knowledge in physics (The Force and Motion Conceptual Evaluation, Ramlo, 2002) were evaluated twice, at the beginning and at the end of the school year. The independent-sample t-tests on pre-test variables did not reveal any statistically significant difference between groups. Results from the complex samples GLM revealed statistically significant differences on post-test scores in conceptual knowledge in physics, after the effect of covariates was controlled. Overall, the study contributes to our understanding on current teaching practices in school, and their effect on students' conceptual understanding of physics concepts.

Exploration of an interactive "Virtual and Actual Combined" teaching mode in medical developmental biology.

Biochemistry and molecular techniques are used for the development of the scientific practice of students. To improve both the teaching and learning quality and promote the students' motivation, this article outlines an interactive "Virtual Simulation and Actual Operation Combined" approach by using a tailored virtual practice-learning platform and participated by students and lectures, as well as a curriculum secretary. The implementation of the Virtual Simulation Laboratory provides a series of learning resources, which the students can access in their own time; and the participation of the curriculum secretary also makes the class more interactive and efficient. This method incorporates an experimental platform and a virtual experiment class to utilize fully both the traditional and virtual teaching methods and thereby promote effective student learning. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):585-591, 2018.

Application progress of counter-example teaching approach in nursing education / 中国实用护理杂志

Traditional teaching approach is a method which lack of overall quality cultivation among students. However, the teaching approach which is combined with counter examples can stimulate their study interests, enhance critical thinking ability and promote theory-practice combination. Counter-example teaching approach has been applied in nursing education in these years and It plays an active role in improving nursing educational quality. This paper aims to provide reference to formulate a scheme of cultivating all-round developed nurses through summarizing the advantages and disadvantages, and application process of counter-example teaching approach used in nursing education.

Application of EBM-PBL in clinical teaching of respiratory medicine / 中华医学教育探索杂志

Objective To investigate the application of evidence-based medicine combined problem-based learning in clinical teaching of respiratory medicine. Methods 47 students were divided into two groups. EBM-PBL was applied in the experimental group including 27 students and PBL was applied in the control group including 20 students. Teaching effect was evaluated by objective and subjective indicators. Data were analyzed using SPSS 13.0 software and Fisher's exact probability test was also applied. Results The proportion of high level evidences (grade A) that provided by the students in experimental group (51.3％) was significantly higher than that in the control group (30.2％) (P<0.05). About 90％ students in the experi-mental group believed that EBM-PBL could improve their abilities of information acquisition and utiliza-tion, problem analysis and solving as well as multiple discipline literature synthesizing, which was signifi-cantly higher than that in the control group (P<0.05). Conclusion EBM-PBL could cultivate the students' awareness of evidence and the level of clinical decision-making so as to enhance their comprehensive abil-ities, which was superior to mere problem-based learning.

[Bootcamp: longitudinal gender-based surgical and clinical skills training]. / Bootcamp ­ Longitudinaler "Skills-Kurs" zur Vermittlung klinischer und operativer Fertigkeiten : Unter Berücksichtigung geschlechtsspezifischer Unterschiede.

BACKGROUND: Sex parity of medical students has increased to the degree that approximately 50 % of medical students are women. Orthopedic and trauma surgery, however, has not managed to keep up with this trend and women are still grossly underrepresented. OBJECTIVES: Description of an innovative longitudinal gender-based surgical and clinical skills training course. METHODS: An elective 5-day modular skills course is offered for third to fifth year medical students. Module 1 aims at teaching basic surgical and communication skills involving local and regional anesthesia, initial experience with arthroscopy, fracture fixation, emergency measures as well as communication skills training using standardized patients. The subsequent modules cover surgical knowledge and skills of increasing complexity. The main goals are to increase the interest in orthopedic trauma surgery and to reduce concerns regarding discrimination and gender-related issues. Learning outcomes are assessed using a 6-item multiple choice questionnaire (MCQ) and a 3-stage objective structured clinical examination (OSCE) regarding induction of anesthesia, arthroscopy simulation and communication skills. RESULTS: A total of 52 second year medical students (39 females, 13 males) completed module I. There were no differences between men and women with regard to the MCQ and anesthesia and communication skills; however, male students scored significantly higher in the arthroscopy test. All students rated the course as being highly effective in terms of acquisition of knowledge and skills. Almost all participants would recommend the course to fellow students and 70 % of participants stated they would participate in the advanced courses. Female participants in particular reported a marked increase in interest in orthopedic trauma surgery and less concerns regarding discrimination and gender-related issues. CONCLUSION: The effectiveness of the approach will have to be proven by further evaluation, especially with respect to assessment of career development and application rates of participants. Adaptation of environmental and working conditions to suit women's needs seem to play an important role in promoting new surgery residents.

Educational Alignment: Learning ­ Teaching Approaches as Influencing Factors / Alineamiento educacional: abordajes de aprendizaje y enseñanza como factores influyentes

Innovations in medical curricula require a thorough evaluaron of all aspects playing a role in the complex intenelations between leamers ­teachers­educacional context. Among these numerous factors, the congruency of the educational alignment is of upmost importance. To evaluare this alignment, two essential components need to be examined: the leaming approach of students (deep approach vs surface approach) and the teaching approach of staff members (student centered approach vs teacher centered approach). The results obtained can be used to determine if the leaming objectives and the educational interventions are properlv aligned to assure a high quality program, fostering self-directed and lifedong leaming professionals. The litera ture here presentad can serve the purpose of encouraging ¿nstitutions undergoing curricular changes into analyzing important aspects that were commonly ignored in more tradicional programs.

La implementación de innovaciones en programas académicos de medicina requiere evaluar los aspectos que cumplen papeles fundamentales dentro de la compleja relación del sistema estudiante

Youth's Initiations of Civic and Political Discussions in Class: Do Youth's Perceptions of Teachers' Behaviors Matter and Why?

Teachers are thought to play an important role in fostering youth civic engagement; however, the current literature is limited with regard to providing concrete suggestions as to what teachers can do to promote youth civic engagement and why teachers have an impact on youth. To address these limitations, we simultaneously tested three alternative explanations to identify the critical way(s) in which perceived teachers' behaviors might contribute to youth civic engagement in school. We also investigated the underlying processes that may explain why youth's perceptions of teachers' behaviors matter, by focusing on the mediating roles of young people's feelings about politics and their political efficacy beliefs. The sample included 7th (n = 876, M age  = 13.42, SD = .71; 51 % girls) and 10th grade students (n = 857, M age  = 16.62, SD = .71; 51 % girls) residing in Sweden. Among the different aspects of perceived teacher behaviors, only an engaged and inspiring teaching style fostered youth's initiations of civic and political discussions in class over time among both early and late adolescents. Moreover, youth's feelings about politics significantly mediated the effect of perceived teachers' behaviors on youth civic engagement in class. Contrary to our expectation, youth's political efficacy did not act as a mediator. The present study sheds light on what teachers can do to promote youth civic and political engagement in a school setting.

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches' Learning Engagement.

This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches' engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key pointsBoth instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches.The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to regulate the learning tasks development) promoted the awareness and the ability of student-coaches to explore alternative solutions and self-regulate their own learning.Using humor, touch, gestures and tone of voice, the coach educator showed great care for student-coaches, which impacted positively on their enthusiasm, confidence and desire to be actively engaged in their own learning.

The impact of a multiple intelligences teaching approach drug education programme on drug refusal skills of Nigerian pupils.

The rising incidence of drug abuse among youths in Nigeria is a source of concern for health educators. This study was carried out on primary six pupils to determine the effect of a Multiple Intelligences Teaching Approach Drug Education Programme (MITA-DEP) on pupils' acquisition of drug refusal skills. A programme of drug education based on the Multiple Intelligences Teaching Approach (MITA) was developed. An experimental group was taught using this programme while a control group was taught using the same programme but developed based on the Traditional Teaching Approach. Pupils taught with the MITA acquired more drug refusal skills than those taught with the Traditional Teaching Approach. Urban pupils taught with the MITA acquired more skills than rural pupils. There was no statistically significant difference in the mean refusal skills of male and female pupils taught with the MITA.

Application and satisfaction surveys of participatory teaching approach in teaching of Medical Research Method / 中华医学教育探索杂志

Objective To explore and evaluate the effects of participatory teaching approach in the teaching of medical research methods. Methods The students of clinical medicine of Grade 2007 who took the elective course of medical scientific research method were taken as traditional teaching group, taught by teachers only, while the students of clinical medicine of Grade 2008 and 2009 as participatory teaching group, adopting the way of teachers' lectures and students' participation. At the end of the course, the questionnalre survey method combining interviews was used to investigate the teaching effectiveness, using descriptive analysis and chi-square test to compare the effectiveness between the traditional teaching methods and the participatory teaching methods. Results Compared with the traditional 'teachers centered' method, the 'participatory teaching approach' had better teach-ing results. Through the study of this course, 54 students (42.9%) learned how to conduct scientific research topics, 44 students (34.9%) mastered the design of the questionnalre, 59 students (46.8%) enhanced their ability of data analysis. Students' learning motivation and satisfaction were higher, and 117 student's participation (92.8%) were satisfied with the curriculum setting. Conclusion In medical research method teaching, the effect of participatory teaching method teaching is superior to the tradi-tional teaching method, and students' motivation and satisfaction are higher.

Effects of task-based language teaching approach on speaking anxiety and achievements of English for nursing / 中国实用护理杂志

Objective To explore the effects of task-based language teaching approach on the speaking anxiety and achievements of spoken English for nursing.Methods Two classes of nursing majors in grade 2010 from Youjiang Medical University for Nationalities were chosen as the research respondents,among which Class one (47 students) and Class two (51 students) were set as the experimental and control class respectively.To teach spoken English for nursing,task-based language teaching approach was used in the experimental class and traditional method was used in the control class.The anxiety scale and the proficiency test of the spoken English for nursing were adopted after the experimental teaching in order to compare the significant differences between the two classes.Results The speaking anxiety level of English for nursing in the experimental class was lower than that in the control class,and there was significant difference between the two classes.The total test score of the spoken English for nursing in the experimental class was higher than that in the control class,and the total score,the scores of fluency,vocabulary and grammar in the experimental class were significantly different to those in the control class.Conclusions Task-based language teaching approach could reduce the speaking anxiety of English for nursing,and improve the nursing majors' achievements of spoken English for nursing.