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2.
Ann Biol Clin (Paris) ; 78(4): 446-448, 2020 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-32627731

RESUMO

Training and education are essential for medical students. During the COVID-19 outbreak, numerous schools and universities have had to close. Ensuring pedagogical continuity requires alternatives to the traditional classroom, especially in medical education. Usual distance learning tools such as videos and downloadable handouts are not sufficient to promote efficient teaching. Distance learning requires self-motivation and does not give you direct access to your instructor. Some students fear the loss of human contact with an instructor - like asking questions during and after class - which promotes learning, understanding and communication. Moreover, classical distance learning methods do not offer immediate feedback that can help students in their understanding of the lecture. In this context, interactive pedagogic tools (IPT) could be useful for medical education continuity and for maintaining human contact necessary in pedagogy. We briefly evaluated interactive pedagogic tool compared to traditionnal distancial tools on medical students. This study showed the importance to have direct contact with a teacher and feedback during a lecture and to not exclusively perform distance learning without direct interaction and feedback. Hence, in the present context, we encourage teacher to use this type of tools to maintain direct interaction with students - which is essential in pedagogy - and ensure a qualitative pedagogical continuity.


Assuntos
Instrução por Computador/métodos , Infecções por Coronavirus/epidemiologia , Educação a Distância/métodos , Educação Médica Continuada/métodos , Pneumonia Viral/epidemiologia , Treinamento por Simulação , Software , Betacoronavirus , Serviços de Laboratório Clínico/organização & administração , Instrução por Computador/normas , Infecções por Coronavirus/prevenção & controle , Surtos de Doenças , Educação a Distância/organização & administração , Educação a Distância/normas , Educação Médica Continuada/organização & administração , Humanos , Internet/organização & administração , Internet/normas , Aprendizagem , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/organização & administração , Aprendizagem Baseada em Problemas/normas , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração , Treinamento por Simulação/normas , Estudantes de Medicina/psicologia , Estudantes de Medicina/estatística & dados numéricos , Gravação em Vídeo/métodos , Gravação em Vídeo/normas
3.
Adv Exp Med Biol ; 1262: 19-38, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32613578

RESUMO

Embryology and histology are subjects that are viewed as particularly challenging by students in higher education. This negative perception is the result of many factors such as restricted access to lab facilities, lack of allocated time to these labs, and the complexity of the subject itself. One main factor that influences this viewpoint is the difficulty of grasping 3D orientation of sectioned tissues, especially regarding embryology. Attempts have been made previously to create alternative teaching methods to help alleviate these issues, but few have explored 3D visualisation. We aimed to address these issues by creating 3D embryological reconstructions from serial histology sections of a sheep embryo. These were deployed in a mobile application that allowed the user to explore the original sections in sequence, alongside the counterpart 3D model. The application was tested against a currently available eHistology programme on a cohort of life sciences graduates (n = 14) through qualitative surveys and quantitative testing through labelling and orientation-based tests. The results suggest that using a 3D modality such as the one described here significantly improves student comprehension of orientation of slides compared to current methods (p = 0.042). Furthermore, the developed application was deemed more interesting, useful, and usable than current eHistology tools (p < 0.05). Modalities such as that developed here could therefore provide a more effective approach to learning these challenging subjects potentially increasing student engagement with embryology and histology.


Assuntos
Compreensão , Instrução por Computador , Embrião de Mamíferos , Embriologia , Animais , Instrução por Computador/métodos , Instrução por Computador/normas , Embriologia/educação , Técnicas Histológicas , Humanos , Imageamento Tridimensional , Aprendizagem , Ovinos
5.
PLoS One ; 15(5): e0231465, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32365123

RESUMO

Learning using the Internet or training through E-Learning is growing rapidly and is increasingly favored over the traditional methods of learning and teaching. This radical shift is directly linked to the revolution in digital computer technology. The revolution propelled by innovation in computer technology has widened the scope of E-Learning and teaching, whereby the process of exchanging information has been made simple, transparent, and effective. The E-Learning system depends on different success factors from diverse points of view such as system, support from the institution, instructor, and student. Thus, the effect of critical success factors (CSFs) on the E-Learning system must be critically analyzed to make it more effective and successful. This current paper employed the analytic hierarchy process (AHP) with group decision-making (GDM) and Fuzzy AHP (FAHP) to study the diversified factors from different dimensions of the web-based E-Learning system. The present paper quantified the CSFs along with its dimensions. Five different dimensions and 25 factors associated with the web-based E-Learning system were revealed through the literature review and were analyzed further. Furthermore, the influence of each factor was derived successfully. Knowing the impact of each E-Learning factor will help stakeholders to construct education policies, manage the E-Learning system, perform asset management, and keep pace with global changes in knowledge acquisition and management.


Assuntos
Sucesso Acadêmico , Instrução por Computador , Currículo/normas , Internet , Aprendizagem/fisiologia , Instrução por Computador/métodos , Instrução por Computador/normas , Instrução por Computador/provisão & distribução , Exclusão Digital/tendências , Lógica Fuzzy , Humanos , Ciência da Implementação , Internet/organização & administração , Internet/normas , Internet/provisão & distribução , Acesso à Internet/estatística & dados numéricos , Acesso à Internet/tendências , Conhecimento , Professores Escolares/organização & administração , Professores Escolares/normas , Estudantes/psicologia , Estudantes/estatística & dados numéricos , Capacitação de Professores/métodos , Capacitação de Professores/organização & administração , Capacitação de Professores/normas
7.
PLoS Comput Biol ; 16(5): e1007854, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32437350

RESUMO

Everything we do today is becoming more and more reliant on the use of computers. The field of biology is no exception; but most biologists receive little or no formal preparation for the increasingly computational aspects of their discipline. In consequence, informal training courses are often needed to plug the gaps; and the demand for such training is growing worldwide. To meet this demand, some training programs are being expanded, and new ones are being developed. Key to both scenarios is the creation of new course materials. Rather than starting from scratch, however, it's sometimes possible to repurpose materials that already exist. Yet finding suitable materials online can be difficult: They're often widely scattered across the internet or hidden in their home institutions, with no systematic way to find them. This is a common problem for all digital objects. The scientific community has attempted to address this issue by developing a set of rules (which have been called the Findable, Accessible, Interoperable and Reusable [FAIR] principles) to make such objects more findable and reusable. Here, we show how to apply these rules to help make training materials easier to find, (re)use, and adapt, for the benefit of all.


Assuntos
Instrução por Computador/normas , Guias como Assunto , Biologia/educação , Biologia Computacional , Humanos , Armazenamento e Recuperação da Informação
9.
Vascular ; 28(5): 536-541, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-32295494

RESUMO

OBJECTIVE: Videos of surgical procedures are viewed by some as potential training resources for surgeons and residents. However, there is little evidence on the effectiveness of surgical videos on learning and understanding complex three-dimensional surgical procedures. Lower extremity amputation is a complex surgery, and many residents and surgeons have low exposure to this type of procedures. This paper investigates the educational quality of lower extremity amputation videos posted on YouTube. METHODS: The search was limited to the first 100 videos. Full-length videos of any major lower limb amputation or disarticulation were included. Key basic video data such as title, YouTube address (http://), country of origin, channel source, uploading date, video duration time, number of views, number of up-voters and number of down-voters were collected. An educational assessment tool has been developed specifically for limb amputations. It consists in 11 items: three general and eight amputation-specific, each having a maximum score of 2. RESULTS: In total, 13 videos met the inclusion criteria for final analysis. Four videos reported the surgical technique of above knee amputation, two reported that of knee disarticulation and the remaining seven videos described below knee amputation. The average score (±SD) was 12.77 ± 5.2 yielding an average grade close to "Fair." A high level of concordance was found between the two assessors (κ = 0.79). No correlation was found between educational assessment tool score and the pre-set variables (r = 0.6, R2 = 35.4%, F = 1.09, P = 0.4). CONCLUSIONS: Most videos describing lower extremity amputation techniques were found to be of low-to-moderate quality. Only 4 out of 13 (30.7%) had an excellent educational and technical quality. Surgeons and surgical residents should be aware that not all posted videos on YouTube are beneficial. High educational quality videos are needed since many surgeons and residents have a low exposure to such surgeries.


Assuntos
Amputação/educação , Instrução por Computador , Educação de Pós-Graduação em Medicina/métodos , Internato e Residência , Extremidade Inferior/cirurgia , Mídias Sociais , Cirurgiões/educação , Gravação em Vídeo , Amputação/normas , Competência Clínica , Instrução por Computador/normas , Educação de Pós-Graduação em Medicina/normas , Escolaridade , Humanos , Controle de Qualidade , Mídias Sociais/normas , Cirurgiões/normas , Gravação em Vídeo/normas
10.
Educ. med. (Ed. impr.) ; 21(2): 84-91, mar.-abr. 2020. tab
Artigo em Espanhol | IBECS | ID: ibc-194474

RESUMO

INTRODUCCIÓN: Existe controversia sobre el efecto clima de aprendizaje sobre el aprendizaje estudiantil autodirigido. Este estudio pretende comparar este efecto entre 2 enfoques de enseñanza en cirugía. MÉTODOS: Mediante cuestionarios previamente validados, se evaluaron las percepciones estudiantiles sobre el clima y las capacidades de aprendizaje autodirigido en un enfoque de enseñanza interactivo (aula invertida) y uno tradicional (clases magistrales). Se calcularon las correlaciones intervariables en cada grupo y luego se realizaron comparaciones entre los 2 grupos. RESULTADOS: Un total de 75 estudiantes (aula invertida) y de 74 estudiantes (clases magistrales), autodiligenciaron los cuestionarios al final de cada curso de cirugía. El clima de aprendizaje fue superior en el aula invertida, sin embargo, las percepciones de aprendizaje autodirigido fueron similares en ambos grupos. Todas las correlaciones entre los puntajes de los 2cuestionarios, globalmente y por dominio, fueron superiores en el aula invertida, respecto a la clase magistral (p < 0,05). CONCLUSIONES: El aula invertida fomenta un clima de aprendizaje superior, con respecto a la clase magistral, que se relaciona positivamente con el aprendizaje autodirigido en estudiantes de cirugía. No obstante, las capacidades de aprendizaje autodirigido son similares en ambos enfoques y ofrecen oportunidades de evaluar otros factores en el contexto


INTRODUCTION: The effect of learning climate effect on self-directed student learning remains controversial. This study aims to compare this effect between 2teaching approaches in surgery. METHODS: Using previously validated questionnaires, student perceptions about climate and self-directed learning were evaluated in an interactive teaching approach (inverted classroom) and a traditional approach (lecture). The inter-variable correlations in each group were calculated and then between both groups. RESULTS: A total of 75 students (inverted classroom) and 74 students (lecture) self-completed questionnaires at the end of surgery course. Although the learning climate was higher in the inverted classroom, the perceptions of self-directed learning were similar in both groups. All correlations, between the scores of the 2 questionnaires, overall, and by domain, were higher in the inverted classroom, compared with lectures (P < .05). CONCLUSIONS: The inverted classroom fosters a higher learning climate, with respect to the lecture, which is positively related to self-directed learning in surgical undergraduates. However, self-directed learning skills were similar in both approaches, and offer opportunities to evaluate other factors in this context


Assuntos
Humanos , Feminino , Criança , Autoaprendizagem como Assunto , Cirurgia Geral/educação , Ensino/normas , Educação Baseada em Competências/organização & administração , Instrução por Computador/normas , Educação Médica/organização & administração , Modelos Educacionais , Inquéritos e Questionários , Estudos Transversais , Estudos de Casos e Controles , Intervalos de Confiança
11.
J Med Syst ; 44(1): 9, 2019 Dec 02.
Artigo em Inglês | MEDLINE | ID: mdl-31792618

RESUMO

A new web-based education-oriented magnetic resonance (MR) simulator is presented. We have identified the main requirements that this simulator should comply with, so that trainees can face useful practical tasks such as setting the exact slice position and its properties, selecting the correct protocol or fitting the parameters to acquire an image. The tool follows the client-server model. The client contains the interface that mimics the console of a real machine and several of its features. The server stores anatomical models and executes the bulk of the simulation. This cross-platform simulator has been used in two real educational scenarios. The acceptance of the tool has been measured using two criteria, namely, the System Usability Scale and the Likelihood to Recommend, both with satisfactory results. Therefore, we conclude that given the potential of the tool, it may play a relevant role for the training of MRI operators and other involved personnel.


Assuntos
Simulação por Computador/normas , Instrução por Computador/normas , Imagem por Ressonância Magnética/normas , Radiologia/educação , Treinamento por Simulação/normas , Competência Clínica , Humanos , Interface Usuário-Computador
12.
Semin Vasc Surg ; 32(1-2): 48-67, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31540657

RESUMO

The evolving demands of surgical training have led to the successful implementation of skills examinations in the areas of laparoscopic and endoscopic surgery. Currently, there is no similar formal skills assessment in vascular surgery, despite endovascular intervention replacing open surgery in treatment of many vascular conditions. The adoption of less invasive techniques to treat aneurysm and occlusive disease has resulted in new training paradigms and technical challenges for trainees. The duty hour restriction for trainees and declining numbers of complex open vascular interventions have added to the challenges of vascular surgery training. Simulation is a promising avenue for both skills training and assessment. The ability to evaluate the fundamental skills of trainees would be an important step to ensure a degree of uniformity in trainees' technical abilities. The role of simulation-based training in acquiring, testing, and refining these skills is still in its infancy in the vascular surgery training paradigm. This article aims to impart a deeper understanding of the conditions for developing and implementing the fundamentals of vascular and endovascular surgery, and to provide guidance regarding the role of simulation-based training in a rapidly evolving specialty. There are various forms of simulation available, including benchtop models, high-fidelity simulators, and virtual-reality simulators, and each requires a different method of proficiency assessment. Both open surgery and endovascular skills can be assessed and the application of successful implementation in academic vascular surgery training program is presented.


Assuntos
Certificação , Instrução por Computador/métodos , Educação de Pós-Graduação em Medicina/métodos , Internato e Residência , Treinamento por Simulação/métodos , Cirurgiões/educação , Procedimentos Cirúrgicos Vasculares/educação , Certificação/normas , Competência Clínica , Instrução por Computador/normas , Currículo , Educação de Pós-Graduação em Medicina/normas , Humanos , Curva de Aprendizado , Treinamento por Simulação/normas , Cirurgiões/normas , Procedimentos Cirúrgicos Vasculares/normas
13.
Midwifery ; 79: 102534, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31522111

RESUMO

OBJECTIVE: To explore how the International Confederation of Midwives Global Standards for Midwifery Education are currently used and their influence, if any, on the development of education programs globally. Secondarily, to identify current challenges to midwifery education. DESIGN: Cross-sectional exploratory descriptive qualitative study using focus groups and one-on-one interviews to collect data about knowledge of and use of the Education Standards and participants perceived current challenges to midwifery education. Interviews conducted in English, Spanish, and French. SETTING AND PARTICIPANTS: Midwife educators, education directors, or regulators attending one of four national/international conferences or one-on-one interviews in person or via internet. Thematic analysis was employed using the Framework approach for data analysis. FINDINGS: There were 11 focus groups and 19 individual interviews involving 145 midwives from 61 countries. There was a general awareness of the Education Standards amongst the participants although knowledge about the specifics of the document was lacking. The Standards were mainly used as a reference and greater use was made when developing new educational programs. The Standards identified as most difficult to meet included: organization and administration of the program, ensuring that teachers were formally prepared as teachers, meeting targets for teacher to student ratios and that 50% of educational time took place in the clinical setting. Universally endorsed challenges to midwifery education were: 1) inability to accommodate the increase in curricular content without compromising prior content or lengthening programs; 2) insufficient resources including lack of classroom and clinical teachers; 3) medicalization of childbirth and health system changes limiting student exposure to the midwifery care model; 4) role conflict and competition for clinical experience with other health professionals. KEY CONCLUSIONS: The Education Standards need to be more widely disseminated and implemented. Stronger collaborations with clinical settings and government systems are required to solve the current challenges to midwifery education. IMPLICATION OF PRACTICE: Well-educated midwives can provide the majority of maternal and neonatal care, however it will require an investment in strengthening midwifery programs globally for this goal to be achieved.


Assuntos
Instrução por Computador/normas , Currículo/normas , Tocologia/educação , Adulto , Congressos como Assunto , Estudos Transversais , Feminino , Grupos Focais , Saúde Global , Humanos , Entrevistas como Assunto , Masculino , Sociedades de Enfermagem
14.
Medicina (Kaunas) ; 55(8)2019 Aug 05.
Artigo em Inglês | MEDLINE | ID: mdl-31387274

RESUMO

BACKGROUND AND OBJECTIVES: Children with autism spectrum disorder (ASD) experience challenges with social interactions, a core feature of the disorder. Social skills therapy has been shown to be helpful. Over the past several years, computer-assisted and robot-assisted therapies have been infiltrating the social skills teaching environment. Rapid progress in the field of technology, especially in the robotics area, offers tremendous possibilities for innovation and treatment or even education for individuals with ASD. This paper's purpose is to drive awareness of these innovative interventions in order to support the social lives of children with ASD. The aims of the paper are identifying (1) the types of Information Technology platforms that are being evaluated in computer and robot-assisted therapies for children with ASD; (2) the various disciplines or professions studying and utilizing these computer and robot-assisted social skill therapies; (3) the outcomes being evaluated in each trial; and (4) if results demonstrate benefits to children with autism. MATERIALS AND METHODS: PubMed, CINAHL, Science Direct, and Web of Science databases were searched for clinical trials published over the past five years. Search terms incorporated the subject intersection of autism, and computer or robot-assisted therapy. Results were mined for pediatric populations only and study designs establishing controlled comparisons. RESULTS: Eighteen unique international studies were identified that utilize robot interventions (11 studies) and serious computer game interventions (seven studies). Most demonstrated promising results in improving outcomes for children with ASD. Study implications reveal a rapidly evolving assistive technology for ASD social skills therapy. CONCLUSIONS: These interventions show considerable promise, but more effectiveness and cost effectiveness research of high quality should be carried out with larger numbers of children. Also, further studies are necessary to evaluate these technologies' effectiveness amongst adults with ASD and within unique subsets of the higher functioning autism population.


Assuntos
Transtorno do Espectro Autista/terapia , Instrução por Computador/métodos , Relações Interpessoais , Robótica/métodos , Transtorno do Espectro Autista/psicologia , Instrução por Computador/normas , Instrução por Computador/tendências , Função Executiva , Humanos , Robótica/normas , Robótica/tendências
15.
Int J Nurs Educ Scholarsh ; 16(1)2019 Aug 06.
Artigo em Inglês | MEDLINE | ID: mdl-31377739

RESUMO

In Canada in 2015, the pass rates on the National Council Licensure Examination (NCLEX-RN) were considerably lower than pass rates on the Canadian Registered Nurse Examination (CRNE) causing nurse educators to express concern regarding the NCLEX-RN. The purpose of this study was to examine the relationship between candidate variables (e. g. academic performance, demographics) on their NCLEX-RN outcome (pass/fail). A cross-sectional data linkage design was employed using multiple sources of data on nursing graduates who wrote the NCLEX-RN in 2015, 2016 and 2017 (n = 259). Results showed that fewer questions answered on the NCLEX-RN and higher grades in various nursing courses (e. g. Introduction to Nursing, Statistics) predicted higher odds of passing the NCLEX-RN. To improve pass rates, nurse educators must integrate diverse methods of testing into existing curricula that mimic the NCLEX-RN exam, specifically computer adaptive exams. Further research is needed to determine other possible challenges for countries considering adopting the NCLEX-RN.


Assuntos
Instrução por Computador/normas , Currículo/normas , Bacharelado em Enfermagem/normas , Avaliação Educacional/normas , Licenciamento em Enfermagem/normas , Estudos Transversais , Avaliação Educacional/métodos , Humanos , Terra Nova e Labrador , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem/estatística & dados numéricos
16.
BMC Med Educ ; 19(1): 181, 2019 Jun 03.
Artigo em Inglês | MEDLINE | ID: mdl-31159793

RESUMO

BACKGROUND: The concept of e-Learning has been rapidly accepted as an important component of medical education and is especially adept at teaching clinical skills. However, their impact on learning, particularly in Otolaryngology Head and Neck Surgery (OHNS) medical school curriculum, has yet to be adequately explored. The aim of this pilot study is to develop interactive e-Learning resources and evaluate their impact in enhancing OHNS teaching in medical school. METHODS: This pilot study is a randomized controlled trial assessing the effectiveness of e-Learning resources in enhancing the current traditional lecture and tutorial-based teaching of OHNS in medical school. Nineteen final-year medical students from the University of Sydney were recruited for this study, who were randomly allocated into intervention group with additional e-Learning resources (Group A) and control group (Group B). Student knowledge was assessed through objective structured clinical examinations (OSCE) with use of standardized forms for objective scoring. Assessors were blinded to student randomization status. A post-study questionnaire was distributed to assess student feedback on the e-Learning resources. RESULTS: Eight students were allocated to Group A and 11 students to Group B. Group A performed significantly better than Group B in the overall examination scores (78.50 ± 13.88 v. 55.82 ± 8.23; P = < 0.01). With the minimum pass mark of 65%, the majority of students in Group A was able to pass the OSCE assessments, while the majority of students in Group B failed (87.50% v. 9.10%; P = 0.01). The post-test questionnaire on the e-Learning resources showed very favorable feedback from the students' perspective. CONCLUSION: Results from our pilot study suggests that the use of interactive online e-Learning resources can be a valuable adjunct in supplementing OHNS teaching in medical school, as they are readily accessible and allow flexible on-demand learning. Future studies involving large numbers of medical students are needed to validate these results.


Assuntos
Instrução por Computador , Otolaringologia/educação , Instrução por Computador/métodos , Instrução por Computador/normas , Avaliação Educacional , Humanos , Projetos Piloto , Ensino
17.
BMJ Open ; 9(3): e025173, 2019 03 13.
Artigo em Inglês | MEDLINE | ID: mdl-30872547

RESUMO

OBJECTIVES: Recent guideline changes for cardiovascular disease (CVD) prevention medication have resulted in calls to implement shared decision-making rather than arbitrary treatment thresholds. Less attention has been paid to existing tools that could facilitate this. Decision aids are well-established tools that enable shared decision-making and have been shown to improve CVD prevention adherence. However, it is unknown how many CVD decision aids are publicly available for patients online, what their quality is like and whether they are suitable for patients with lower health literacy, for whom the burden of CVD is greatest. This study aimed to identify and evaluate all English language, publicly available online CVD prevention decision aids. DESIGN: Systematic review of public websites in August to November 2016 using an environmental scan methodology, with updated evaluation in April 2018. The decision aids were evaluated based on: (1) suitability for low health literacy populations (understandability, actionability and readability); and (2) International Patient Decision Aids Standards (IPDAS). PRIMARY OUTCOME MEASURES: Understandability and actionability using the validated Patient Education Materials Assessment Tool for Printed Materials (PEMAT-P scale), readability using Gunning-Fog and Flesch-Kincaid indices and quality using IPDAS V.3 and V.4. RESULTS: A total of 25 unique decision aids were identified. On the PEMAT-P scale, the decision aids scored well on understandability (mean 87%) but not on actionability (mean 61%). Readability was also higher than recommended levels (mean Gunning-Fog index=10.1; suitable for grade 10 students). Four decision aids met criteria to be considered a decision aid (ie, met IPDAS qualifying criteria) and one sufficiently minimised major bias (ie, met IPDAS certification criteria). CONCLUSIONS: Publicly available CVD prevention decision aids are not suitable for low literacy populations and only one met international standards for certification. Given that patients with lower health literacy are at increased risk of CVD, this urgently needs to be addressed.


Assuntos
Doenças Cardiovasculares/prevenção & controle , Instrução por Computador/normas , Letramento em Saúde/normas , Educação de Pacientes como Assunto/normas , Materiais de Ensino/normas , Doenças Cardiovasculares/terapia , Compreensão , Humanos , Internet
18.
Stud Health Technol Inform ; 257: 184-188, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30741193

RESUMO

BACKGROUND: Early reports in the literature describe using student-generated questions as a method of student learning as well as augmenting question exam banks. Reports on the performance of student-generated questions versus faculty-generated questions, however, remain limited. This study aims to compare the question performance of student-generated versus faculty-generated multiple-choice questions (MCQ). OBJECTIVES: To determine if student-generated questions using mobile audience response systems and online discussion boards have similar item discrimination scores as faculty-generated questions. METHODS: A team-based learning session was used to create 113 student-generated multiple-choice questions (SGQs). A 20 question MCQ quiz was presented to a second year medical school class made of 10 randomly selected SGQs and 10 randomly selected faculty-generated multiple-choice questions (FGQs). Item analysis was performed on the test results. RESULTS: The data showed no statistical difference in the point-biserial scores between the two groups (average point-biserial 0.31 students vs 0.36 faculty, p=0.14), with 90% of student-generated and 100% of faculty-generated questions meeting a cut-off of point-biserial score >0.2. Interestingly, student-generated questions were statistically more difficult than the faculty-generated questions (Item Difficulty score 0.46 students vs 0.69 faculty, p=0.003). CONCLUSIONS: This study suggests that student-generated compared to faculty-generated MCQs have similar item discrimination scores, but are perhaps more difficult questions.


Assuntos
Instrução por Computador , Faculdades de Medicina , Estudantes de Medicina , Instrução por Computador/normas , Avaliação Educacional , Docentes , Humanos , Aprendizagem
19.
J Contin Educ Nurs ; 50(1): 15-19, 2019 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-30645654

RESUMO

BACKGROUND: To improve the quality of patient care, the Institute of Medicine has called for eliminating barriers to academic progression for nurses. Despite this call, nurses who matriculate from institutions that lack national nursing-specific accreditation are denied admission to advanced degree programs. METHOD: Within an online RN-to-baccalaureate nursing (BSN) program, the performance of students who matriculated from institutions lacking discipline-specific accreditation was compared with student performance representative of programs holding discipline-specific accreditation. The bases for comparison were grade point average (GPA), on-time completion rate, and academic withdrawal. RESULTS: Students admitted from institutions lacking national nursing accreditation had a higher on-time completion rate and a lower GPA than comparison groups. Differences in GPA were statistically insignificant (p > .05). Evidence regarding withdrawals was insufficient for adequate comparisons. CONCLUSION: Admission policies that deny education opportunities to candidates from institutions lacking national nursing accreditation may create unwarranted barriers to educational advancement. [J Contin Educ Nurs. 2019;50(1):15-19.].


Assuntos
Acreditação/normas , Instrução por Computador/normas , Currículo/normas , Educação Técnica em Enfermagem/normas , Bacharelado em Enfermagem/normas , Escolaridade , Enfermeiras e Enfermeiros/normas , Adulto , Feminino , Humanos , Masculino , Pesquisa em Educação de Enfermagem/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Estados Unidos , Adulto Jovem
20.
Ann Dyslexia ; 69(1): 54-79, 2019 04.
Artigo em Inglês | MEDLINE | ID: mdl-30607816

RESUMO

While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students experiencing reading learning disabilities in grades K-8th whose special education and/or resource room teachers (n = 44) received student data-focused coaching support through on-site coaching, on-demand coaching (teachers could request support if needed), or through technology-based coaching. Specifically, researchers wanted to investigate if technology-based coaching was as effective as in-classroom support for increasing teachers' knowledge and implementation of research-based reading instructional routines and ultimately, improving the reading, writing, and spelling outcomes of students with reading learning disabilities. Results yielded positive student academic growth for all three methods of coaching; however, coaching via technology, a more efficient, less time-consuming method of giving teachers ongoing professional development, produced larger statistically significant Cohen's d effect sizes than the other two forms of coaching ranging from 0.22 to 1.01 in areas of phonemic awareness, decoding, comprehension, fluency, writing, and spelling. Other findings as well as the educational implications of implementing coaching via technology are also included.


Assuntos
Instrução por Computador/normas , Deficiências da Aprendizagem/terapia , Leitura , Estudantes , Redação/normas , Criança , Compreensão/fisiologia , Instrução por Computador/métodos , Feminino , Humanos , Deficiências da Aprendizagem/psicologia , Alfabetização/psicologia , Alfabetização/normas , Masculino , Estudantes/psicologia
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