Is checklist an effective tool for teaching research students? A survey-based study.

BACKGROUND: Students face hardships in determining what are the main points that need more studying in every subject. Checklists are one of the ways that can help students identify the most important pieces of information. Accordingly, in this study, we aimed at examining the impact of using educational checklists on the learning process of postgraduate students at Nagasaki University, Japan. METHODS: Thirty-one Master's students, who finished a "how to write a research protocol" course were recruited by sending them an invitation email that had an attached link to a previously developed and tested questionnaire on the SurveyMonkey® platform. After signing the electronic informed consent, twenty-two participants (response rate = 71%) finished the survey. The data was analyzed using Microsoft Excel and expressed in the form of frequencies and percentages. RESULTS: More than half of the students declared that they know the checklist will be used in the course that we investigated. Only two students used checklists as a means of studying (9%). Twelve students (55%) confirmed that no other courses or lessons in the School of Tropical Medicine and Global Health (TMGH) use checklists. No students found the usage of checklists not easy or not practical to apply. Many students thought the length of the checklist was suitable and not too short (64%), although three students (14%) found it lengthy. Moreover, most students described the checklist as beyond good (86%) and they would recommend using a checklist for teaching other college students (73%). CONCLUSION: Using checklists in education can facilitate the learning process, help in memorization, and deepen the concepts being studied. Further studies are required to examine the impact of checklists in teaching undergraduate students and students from other non-healthcare disciplines.

When students' words hurt: 12 tips for helping faculty receive and respond constructively to student evaluations of teaching.

Student evaluations of curricular experiences and instructors are employed by institutions to obtain feedback and guide improvement. However, to be effective, evaluations must prompt faculty action. Unfortunately, evaluative comments that engender strong reactions may undermine the process by hindering innovation and improvement steps. The literature suggests that faculty interpret evaluation feedback as a judgment not just on their teaching ability but on their personal and professional identity. In this context, critical evaluations, even when constructively worded, can result in disappointment, hurt, and shame. The COVID pandemic has challenged institutions and faculty to repeatedly adapt curricula and educational practices, heightening concerns for faculty burnout. In this context, the risk of 'words that hurt' is higher than ever. This article offers guidance for faculty and institutions to support effective responses to critical feedback and ameliorate counterproductive effects of learner evaluations.

Implementation of a method for a clinical biochemistry lesson plan based on the flowchart.

Biochemistry is believed to be a difficult subject to understand for most life science and medical students. This article explains an experience with a flowchart-based teaching approach that is applicable to different kinds of biochemistry courses (basic, medical, and clinical) for undergraduate and postgraduate students. After preparing the flowcharts, they were given to the students at the beginning of the semester, and the flowchart-based teaching was performed for a whole semester. At the end of the semester, they were asked about the effectiveness and facilitation of learning using flowchart-based teaching. This survey was performed for several semesters. Approximately, 95% stated that it facilitates learning and understanding.

Estrategia de superación profesoral sobre atención integral al adulto mayor / Teaching Improvement Strategy about Comprehensive Care of the Elderly

Introducción: El informe mundial sobre envejecimiento y salud tiene en cuenta la sociedad e incluye los cuidados integrales para un envejecimiento saludable, por lo que elevar la calidad de la atención al adulto mayor a través del modelo de gestión docente-asistencial contribuirá a elevar la calidad de vida en estas edades. Objetivo: Diseñar una estrategia de superación profesoral sobre atención integral al adulto mayor dirigida a tutores de la residencia de Medicina General Integral. Método: Investigación aplicada, que tuvo una fase descriptiva-evaluativa y una de evaluación de resultados. La población estudiada fue el universo de tutores de la residencia de Medicina General Integral (12). Se estudiaron diferentes variables y se utilizaron encuestas y guías de desempeño, se aplicó frecuencia absoluta, relativa porcentual y la prueba de Mc Nemar. Resultados: Predominaron las edades de 45-54 años (58,3 por ciento). De los tutores, 41,7 por ciento eran asistentes y el 91,7 por ciento master o poseían categoría de investigador, se incrementaron los buenos conocimientos al 100 por ciento después de la intervención y el desempeño muy satisfactorio al 91,7 por ciento. Conclusiones: La estrategia de superación contribuyó al incremento del nivel de conocimientos y del desempeño sobre atención integral al adulto mayor en los tutores, así como una mayor participación en las actividades de ciencia y técnica relacionadas con la temática(AU)

Introduction: The World Report on Aging and Health takes society into account and includes comprehensive care for healthy aging; therefore, raising the quality of care for the elderly through the teaching-care management model will contribute to raising the quality of life in these ages. Objective: To design a teaching improvement strategy about comprehensive care for the elderly aimed at tutors from the Family Medicine residency. Method: Applied research with a descriptive-evaluative phase and a results assessment phase. The population studied was the universe of tutors from the Family Medicine residency (12). Different variables were studied and surveys and performance guides were used. Absolute frequency, relative percentage and the McNemar test were applied. Results: The ages 45-54 years (58.3 percent) predominated. Of the tutors, 41.7 percent were assistants, while 91.7percent were masters or had the researcher category. Good knowledge increased to 100 percent after the intervention, while very satisfactory performance did so to 91.7 percent. Conclusions: The improvement strategy contributed to the increase in the level of knowledge and performance on comprehensive care for the elderly in the tutors, as well as a greater participation in science and technical activities related to the subject(AU)

Nurses and challenges faced as clinical educators: a survey of a group of nurses in Cameroon.

BACKGROUND: Clinical teaching is an important component of clinical education. In nursing, clinical teaching is ensured by clinical nurse educators (CNEs). This study aimed at describing the major challenges faced by CNEs in Cameroon. METHODS: In a qualitative study, supplemented with quantitative methods, CNEs were enrolled from three health districts to represent their frequency in Cameroon's health delivery system. RESULTS: A total of 56 CNEs participated in the study, of whom, as many as 58.9% acknowledged always facing challenges in clinical teaching and supervision. The major challenges identified were the lack of opportunities to update knowledge and skills, students' lack of preparedness and the CNEs not being prepared for clinical teaching. CNEs attributed these challenges in major part to the lack of incentives and poor health policies. CONCLUSION: CNEs in Cameroon do indeed face major challenges which are of diverse origins and could adversely affect teaching in clinical settings.

5. Evaluation of Teaching Performance Using Teaching Portfolio / 医学教育

<p> In December 2008, the Central Council for Education submitted a report entitled: "Towards the enhancement of undergraduate education." In this report, the "Teaching Portfolio" appeared as a versatile aid to evaluate teaching. Since then, the number of teaching staff who write their teaching portfolio has been increasing annually in Japan, and it has gained recognition as an effective instrument for improving and visualizing teaching performance. However, there is very little emphasis on teaching evaluation using teaching portfolios. This paper introduces the teaching portfolio and describes how it aids teaching evaluation.</p>

The application of virtual experiment to the improvement of medical physics experimental teaching / 中华医学教育探索杂志

It is found that Virtual experiment(VE)can not only improve the experimental condition,enrich the experimental content,but also help to foster the innovation ability of the students. To bring the teaching contribution of VE into full play,it is important to note that VE should be combined with actual experiment and be introduced step by step. Meanwhile,the teach-ing staff should also acquire more learning and further technical skills.

Evaluation of teaching effect and application of case discussing-analysis method in the teaching course of nursing research / 中华医学教育探索杂志

Objective To study the teaching effects of using case discussing-analysis method in the teaching course of Nursing Research among nursing students,and then make suggestion for relative teaching improvement. Methods Nursing students of Grade 2003 in main school and Grade 2004 in the affiliated WUZHOU school were divided into the trial group and control group at random. Part of teaching contents of nursing research were taught to the trial group students by case discussing-analysis method,and to the control group students by the methods of lecture-based learning. The teaching effect was evaluated after the course end. Results The ability of design to scientific research,recognition of Nursing research,learning attitude and learning interest,etc,in the trial group students were obviosly better than those in the control group students,and there was significant by statistical test. Conclusions Case discussing-analysis method can effectively excite the interest and the potential of students,and improve the ability of discovering and solving problems.

The Application of Case Discussion-analysis Method to the Nursing Research Teaching / 中华医学教育探索杂志

Objective To study the teaching effects of using case discussion-analysis method in the teaching course of Nursing Research among nursing students and then put forward suggestions for improving teaching.Methods By way of case discussion-analysis,a part of teaching contents of Nursing Research were taught to the 118 nursing students in 2003 grade.The teaching effect was evaluated by observing the design ability of scientific research,the learning interest,learning attitude,etc.Results The design ability of scientific research,recognition of Nursing Research,learning attitude and learning interest,etc of the students were significantly improved.Conclusions Case discussion-analysis method could effectively excite the interest and the potential of students and then improve the ability of discovering and solving problems.