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1.
Proc Natl Acad Sci U S A ; 119(47): e2108666119, 2022 11 22.
Artigo em Inglês | MEDLINE | ID: mdl-36399548

RESUMO

Enhancing science education in developing countries has been a focal point of many studies and efforts, but reform has mainly been driven by top-down approaches that often face impediments. A shift to active learning pedagogies can potentially address these challenges, but it has thus far been predominantly implemented and understood in developed countries. Thanks to the growing accessibility of open education resources and ubiquitous technologies, education reform can now be carried out from the bottom up. Here, we present the results of a two-year implementation of active learning in five core physics and astronomy courses comprising 2,145 students from the Middle East and North Africa (MENA) region. Simultaneous improvements are observed in both students' performance and their perception of the quality of learning; means improved by 9% (0.5 SD) and 25% (1.5 SD), respectively. The performance gap between students in the bottom quartile and those in the top quartiles was narrowed by 17%. The failure rate was reduced to a third of that in traditional classes; this is 36% better than the results in developed countries, indicating a greater need for active pedagogies by MENA students. Our findings reveal a multidimensional positive influence of active learning, the viability of its grassroots implementation with open resources, and its sustainability and reproducibility. We suggest that wider implementation can boost education-driven economic growth by 1% in per capita gross domestic product [GDP], substantially cut costs of repeating courses, and produce a more competent STEM workforce-all of which are urgently needed to stimulate development and growth.


Assuntos
Aprendizagem Baseada em Problemas , Estudantes , Humanos , Reprodutibilidade dos Testes , Oriente Médio , África do Norte
2.
Proc Natl Acad Sci U S A ; 118(46)2021 11 16.
Artigo em Inglês | MEDLINE | ID: mdl-34750259

RESUMO

We here demonstrate common neurocognitive long-term memory effects of active learning that generalize over course subjects (mathematics and vocabulary) by the use of fMRI. One week after active learning, relative to more passive learning, performance and fronto-parietal brain activity was significantly higher during retesting, possibly related to the formation and reactivation of semantic representations. These observations indicate that active learning conditions stimulate common processes that become part of the representations and can be reactivated during retrieval to support performance. Our findings are of broad interest and educational significance related to the emerging consensus of active learning as critical in promoting good long-term retention.


Assuntos
Aprendizagem por Associação/fisiologia , Encéfalo/fisiologia , Adolescente , Mapeamento Encefálico/métodos , Humanos , Linguística/métodos , Imageamento por Ressonância Magnética/métodos , Matemática/métodos , Memória de Longo Prazo/fisiologia , Vocabulário
3.
Med Teach ; : 1-9, 2024 Aug 18.
Artigo em Inglês | MEDLINE | ID: mdl-39154226

RESUMO

BACKGROUND: Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. METHODS: This qualitative research aims to enhance our understanding and support of educators' ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow's transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants. RESULTS: The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators' commitment to structured teaching, self-directed learning, and continuous improvement. CONCLUSION: This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.

4.
BMC Med Educ ; 24(1): 796, 2024 Jul 24.
Artigo em Inglês | MEDLINE | ID: mdl-39049004

RESUMO

PURPOSE: This study was designed to elicit medical students' opinions on the characteristics of a good ultrasound tutor. The results should help educators to create an optimal teaching environment and inform tutor training. MATERIALS AND METHODS: The qualitative study recruited 15 participants from a larger mixed-methods study of 64 medical students who underwent a basic course on abdominal ultrasound taught by faculty and near-peer tutors. During semi-structured interviews, they were asked which characteristics make a good ultrasound tutor. We used inductive thematic analysis to identify the most important categories. RESULTS: Medical students identified teaching themes and subthemes relating to teaching skills (e.g., course structure, repetition, vocabulary, feedback, guidance of participants), tutors' attitudes (e.g., atmosphere creation, empathy) and knowledge as the crucial components of being a good ultrasound tutor. CONCLUSIONS: While some of the themes that students identified are generic to medical education, others are specific to ultrasound teaching. Tutors can use our results to assess their own teaching. They should aim to address learning needs, optimise understanding, give adequate feedback, and create a non-threatening atmosphere with empathic interactions. Accounting for the ultrasound-specific setting they should possess the necessary knowledge, provide verbal guidance to their students, and distribute examination time wisely.


Assuntos
Pesquisa Qualitativa , Estudantes de Medicina , Ultrassonografia , Humanos , Estudantes de Medicina/psicologia , Feminino , Masculino , Educação de Graduação em Medicina/métodos , Ensino , Adulto , Atitude do Pessoal de Saúde , Docentes de Medicina
5.
Worldviews Evid Based Nurs ; 21(2): 223-226, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38129961

RESUMO

BACKGROUND: Organizational assessment revealed opportunities to develop a critical mass of faculty educated about EBP and integrate competencies into practice. The faculty orientation online program did not include information about the EBP process, teaching strategies, or student competencies. PURPOSE: The purpose of this EBP project was to investigate the best teaching strategies that foster student competencies. IMPLEMENTATION PLAN: Based on the evidence, an online EBP module was developed including the best teaching strategies for instruction of EBP, the student competencies that must be mastered and teaching barriers that must be overcome. The results and implementation plan were presented to leaders and faculty Online Council for feedback, approval, and buy-in. OUTCOMES: Twenty-five faculty completed the EBP online module over 1 year providing examples for teaching strategies that related EBP to clinical practice, teaching methods that engaged students and examples of assignments that promoted student competency. IMPLICATIONS FOR PRACTICE: Using evidence to develop an EBP module for faculty orientation to online teaching provided a cost-effective way to develop a critical mass of faculty educated in EBP teaching strategies and methods that foster student competencies.


Assuntos
Prática Clínica Baseada em Evidências , Estudantes , Humanos , Prática Clínica Baseada em Evidências/educação , Ensino , Currículo
6.
Proc Natl Acad Sci U S A ; 116(39): 19251-19257, 2019 09 24.
Artigo em Inglês | MEDLINE | ID: mdl-31484770

RESUMO

We compared students' self-reported perception of learning with their actual learning under controlled conditions in large-enrollment introductory college physics courses taught using 1) active instruction (following best practices in the discipline) and 2) passive instruction (lectures by experienced and highly rated instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students' perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students' motivation, engagement, and ability to self-regulate their own learning. Although students can, on their own, discover the increased value of being actively engaged during a semester-long course, their learning may be impaired during the initial part of the course. We discuss strategies that instructors can use, early in the semester, to improve students' response to being actively engaged in the classroom.


Assuntos
Avaliação Educacional/estatística & dados numéricos , Aprendizagem Baseada em Problemas , Estudantes/psicologia , Emoções , Feminino , Feedback Formativo , Humanos , Masculino , Percepção , Física/educação , Estudantes/estatística & dados numéricos , Ensino/psicologia , Universidades
7.
Adv Physiol Educ ; 46(4): 651-657, 2022 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-36173341

RESUMO

Graduate students intending to pursue an academic career in the sciences have much to gain by learning to teach science but often have limited training opportunities. In response to this need, we designed a one-semester course, Learning Design in Science Education (LDSE), in which students receive formal training in pedagogical theory with role model demonstration of current best practices in active learning. Building from previous descriptions of similar courses, we added a practical experience for the students to utilize their new skills to design and teach a mini science course at the end of the semester. Additionally, students developed a teaching portfolio, complete with a personal teaching statement, syllabus, course materials, and evaluations from peers and faculty. Overall, the course was well received by the students and there are early indications that students benefited from their participation in the course. In this manuscript, we present the design and outcomes of the course, faculty and student perceptions, and thoughts on improvements for future semesters and its potential for use by others.NEW & NOTEWORTHY The need for graduate students and other trainees to learn effective methods for teaching science is greater than ever. In this manuscript, we offer a model course for the training of graduate students in learning theory, curriculum design, and technology use in a biomedical sciences environment.


Assuntos
Currículo , Educação de Pós-Graduação , Humanos , Educação de Pós-Graduação/métodos , Docentes , Estudantes , Aprendizagem Baseada em Problemas , Ensino
8.
Bull Math Biol ; 82(5): 60, 2020 05 13.
Artigo em Inglês | MEDLINE | ID: mdl-32399760

RESUMO

Over the last 25 years, reforms in undergraduate biology education have transformed the way biology is taught at many institutions of higher education. This has been fueled in part by a burgeoning discipline-based education research community, which has advocated for evidence-based instructional practices based on findings from research. This perspective will review some of the changes to undergraduate biology education that have gained or are currently gaining momentum, becoming increasingly common in undergraduate biology classrooms. However, there are still areas in need of improvement. Although more underrepresented minority students are enrolling in and graduating from biology programs than in the past, there is a need to understand the experiences and broaden participation of other underserved groups in biology and ensure biology classroom learning environments are inclusive. Additionally, although understanding biology relies on understanding concepts from the physical sciences and mathematics, students still rarely connect the concepts they learn from other STEM disciplines to biology. Integrating concepts and practices across the STEM disciplines will be critical for biology graduates as they tackle the biological problems of the twenty-first century.


Assuntos
Biologia/educação , Biologia Computacional/educação , Matemática/educação , Biologia/tendências , Biologia Computacional/tendências , Currículo/tendências , Feminino , Humanos , Masculino , Grupos Minoritários/educação , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/tendências , Estudantes , Estados Unidos
9.
Proc Natl Acad Sci U S A ; 114(12): 3085-3090, 2017 03 21.
Artigo em Inglês | MEDLINE | ID: mdl-28265087

RESUMO

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning-derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.


Assuntos
Aprendizagem Baseada em Problemas/normas , Ciência/educação , Ensino/normas , Humanos , Som , Estudantes , Tecnologia , Universidades/normas
10.
Int J Nurs Educ Scholarsh ; 17(1)2020 Aug 17.
Artigo em Inglês | MEDLINE | ID: mdl-32804677

RESUMO

Introduction Globally, Evidence based nursing practice (EBNP) is becoming an expected norm for nursing practice. The small-scale activities surrounding this practice in African countries indicate a need for better approaches to enhance EBNP. One of these approaches is strengthening nursing education through EBNP education. Objectives The purpose of this paper is to provide strategies to African novice nurse educators to teach EBNP, with the ultimate goal of promoting it in clinical settings when the student nurses enter professional practice. Methods This is a discussion paper based on the results of a systematic review. Results In this paper, the authors create an understanding of EBNP, describe the state of nursing education in Africa, and propose the EBNP content to be taught as well as how to teach it. Conclusions Emphasis is on educational strategies that create student engagement, promote critical thinking, unite clinical and classroom settings, and are cost-effective within the context of Africa.


Assuntos
Bacharelado em Enfermagem/organização & administração , Medicina Baseada em Evidências/educação , Enfermagem Baseada em Evidências/educação , Recursos Humanos de Enfermagem/educação , Países em Desenvolvimento , Humanos , Papel do Profissional de Enfermagem , Avaliação de Processos e Resultados em Cuidados de Saúde , Estudantes de Enfermagem/estatística & dados numéricos
11.
Adv Physiol Educ ; 42(1): 99-103, 2018 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-29357267

RESUMO

There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.


Assuntos
Educação de Graduação em Medicina/métodos , Avaliação Educacional/métodos , Aprendizagem Baseada em Problemas/métodos , Estudantes Pré-Médicos , Vias Visuais/anatomia & histologia , Vias Visuais/fisiologia , Feminino , Humanos , Masculino , Modelos Anatômicos , Adulto Jovem
12.
Proc Natl Acad Sci U S A ; 111(23): 8410-5, 2014 Jun 10.
Artigo em Inglês | MEDLINE | ID: mdl-24821756

RESUMO

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.


Assuntos
Logro , Engenharia/educação , Matemática/educação , Aprendizagem Baseada em Problemas/métodos , Ciência/educação , Estudantes/estatística & dados numéricos , Compreensão , Humanos , Competência Mental , Metanálise como Assunto , Tecnologia/educação , Universidades
13.
Worldviews Evid Based Nurs ; 13(4): 285-93, 2016 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-27028987

RESUMO

BACKGROUND: Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. PURPOSE AND GOALS: The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. METHODS: A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. RESULTS: Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. LINKING EVIDENCE TO ACTION: Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow.


Assuntos
Bacharelado em Enfermagem/métodos , Enfermagem Baseada em Evidências/educação , Estudantes de Enfermagem/psicologia , Ensino/psicologia , Humanos , Inquéritos e Questionários
14.
Curr Pharm Teach Learn ; 16(9): 102120, 2024 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-38875752

RESUMO

The overwhelming majority of states require pharmacists to pass the Multistate Pharmacy Jurisprudence Exam (MPJE) prior to licensure, and student performance in the pharmacy law course is the biggest predictor of success on the MPJE. However, wide variation exists regarding the structure and delivery of the pharmacy law course. Evidence-based learning strategies are well described in the literature, including: (1) practice testing, (2) distributed practice, (3) interleaved practice, (4) self-explanation, and (5) interrogative elaboration, and an opportunity may exist to implement them into the pharmacy law course. We translated these five evidence-based learning principles into practice for pharmacy law educators with specific examples. Faculty directing the pharmacy law course may consider implementing evidence-based teaching strategies into their pharmacy law course to further support student success.


Assuntos
Currículo , Educação em Farmácia , Avaliação Educacional , Humanos , Educação em Farmácia/métodos , Educação em Farmácia/normas , Currículo/tendências , Currículo/normas , Avaliação Educacional/métodos , Prática Clínica Baseada em Evidências/métodos , Estudantes de Farmácia/estatística & dados numéricos , Estudantes de Farmácia/psicologia , Legislação Farmacêutica
15.
Artigo em Inglês | MEDLINE | ID: mdl-39016084

RESUMO

The effective implementation of evidence-based teaching (EBT) in large college courses benefits from the successful use of instructional teams. An instructional team's feedback allows instructors to act based on evidence of student learning, addressing students' needs. This feedback may be particularly important for novice instructors or experienced instructors teaching a class for the first time. This study sought to characterize the nature of an instructional team's feedback as well as its influence on the decisions and actions of a seasoned instructor teaching a new class. Instructional team members provided feedback in the form of anticipations, noticings, and suggestions. Anticipations and suggestions seemed to have the largest impact on the instructor's decisions and actions, while noticings, despite providing insights into student thinking, had a smaller effect. Our findings indicate that an instructional team can provide valuable feedback to instructors when team members have an opportunity to meaningfully participate in the planning and teaching processes.

16.
Cont Lens Anterior Eye ; 46(2): 101822, 2023 04.
Artigo em Inglês | MEDLINE | ID: mdl-36804937

RESUMO

INTRODUCTION: Contact lens (CL) practice is an ever-changing field with clinical knowledge, techniques and equipment continuously evolving. These new developments are backed with clinical trials and research to ensure that practitioners feel confident that there is an evidence base to support these advances. Evidence-based practice is now a crucial part of CL practice, and its importance also filters down to CL education. For example, lectures are one of the most popular tools for an educator but, is standing at the front of a lecture theatre full of students a more effective way of teaching than providing the same material for students to read by themselves? What evidence exists specific to CL education? METHOD: An expert panel of educators completed a comprehensive literature review of current evidence of teaching methods in CL training, or if not available then what can be learnt from other health care professional training that could be potentially applicable to CL education. RESULTS: Due to the amount of evidence available in the overall subject area relating to healthcare education, the initial plan of compiling evidence into one narrative review paper was discarded in favour of producing two linked papers. Here, the first paper details definitions of terminology, and also teaching methods. The second paper focuses on assessment and specific clinical training required to attain CL practice competency. In this first paper, no direct evidence of the spreading and benefit of new education strategies evidence such as flipped classrooms, spaced learning, test-enhanced learning, group work, CBL, PBL, TBL, and reflective practice in CL education was found. The only technique that was widely used in the CL field was case reports and the group discussion of them. Nevertheless, the authors found a consensus of opinion from other disciplines that are transferable to CL teaching and could help students meet the intended learning outcomes. CONCLUSION: There is a small amount of evidence supporting CL education, but most of this seems to be related to the practical element of the training. However, there is a lot of evidence in the field of healthcare education from related disciplines which provides additional but important learning tools that may be effectively implemented in CL education.


Assuntos
Pessoal de Saúde , Estudantes , Humanos , Ensino
17.
Cont Lens Anterior Eye ; 46(2): 101821, 2023 04.
Artigo em Inglês | MEDLINE | ID: mdl-36805277

RESUMO

INTRODUCTION: Evidence based practice is now an important part of healthcare education. The aim of this narrative literature review was to determine what evidence exists on the efficacy of commonly used teaching and learning and assessment methods in the realm of contact lens skills education (CLE) in order to provide insights into best practice. A summary of the global regulation and provision of postgraduate learning and continuing professional development in CLE is included. METHOD: An expert panel of educators was recruited and completed a literature review of current evidence of teaching and learning and assessment methods in healthcare training, with an emphasis on health care, general optometry and CLE. RESULTS: No direct evidence of benefit of teaching and learning and assessment methods in CLE were found. There was evidence for the benefit of some teaching and learning and assessment methods in other disciplines that could be transferable to CLE and could help students meet the intended learning outcomes. There was evidence that the following teaching and learning methods helped health-care and general optometry students meet the intended learning outcomes; clinical teaching and learning, flipped classrooms, clinical skills videos and clerkships. For assessment these methods were; essays, case presentations, objective structured clinical examinations, self-assessment and formative assessment. There was no evidence that the following teaching and learning methods helped health-care and general optometry students meet the intended learning outcomes; journal clubs and case discussions. Nor was any evidence found for the following assessment methods; multiple-choice questions, oral examinations, objective structured practical examinations, holistic assessment, and summative assessment. CONCLUSION: Investigation into the efficacy of common teaching and learning and assessment methods in CLE are required and would be beneficial for the entire community of contact lens educators, and other disciplines that wish to adapt this approach of evidence-based teaching.


Assuntos
Competência Clínica , Aprendizagem , Humanos , Estudantes , Exame Físico , Ensino
18.
Syst Pract Action Res ; 36(2): 241-274, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36032693

RESUMO

This paper adopts the hybrid use of soft systems methodology (SSM) as a process of inquiry into understanding the lack of a framework for evidence-based teaching (EBT) in hospitality and tourism education in Vietnam. By combining SSM techniques with interview data, we also develop an EBT framework for the hospitality and tourism profession. The proposed framework addresses three essential sources of evidence for teaching: (1) research-based professional and pedagogical methods, (2) industry-based materials to ensure education-industry linkage, and (3) instructors' knowledge, experience and assumptions about their teaching roles in the classroom. This conceptual framework can be used as a guideline for conducting relevant curriculum renewal and pedagogical reforms in hospitality and tourism institutions in Vietnam.

19.
Prim Dent J ; 11(2): 62-66, 2022 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-35658656

RESUMO

AIM: To evaluate the nature of dental related morbidity in British Antarctic Survey (BAS) deployed personnel, and to compare the findings to those in other deployed population groups. Additional aims include outlining the evidence-based approach to further developing a training programme for non-dentists, to manage dental emergencies. METHODS: A retrospective analysis of dental morbidity between 2015 - 2020 reported through the British Antarctic Survey Medical Unit (BASMU) database of dental reported morbidity recorded by deployed medical officers. RESULTS: Analysis and comparison of dental morbidity in deployed personnel to austere environments revealed similarity, in that relatively minor conditions led to the most significant number of presentations for personnel seeking dental advice when deployed. CONCLUSIONS: Dental morbidity for deployed personnel in austere conditions can present with a range of symptoms from relatively minor to severe. Use of best evidence to configure training packages to likely presentations, may limit likelihood of necessitating evacuation from remote locations, or limit morbidity when evacuation is not feasible.


Assuntos
Assistência Odontológica , Regiões Antárticas , Humanos , Estudos Retrospectivos , Inquéritos e Questionários
20.
Nurse Educ Today ; 119: 105580, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36252506

RESUMO

INTRODUCTION: Using evidence-based teaching approaches can improve nursing students' learning. However, variation in how - or if - these approaches are implemented by faculty and nursing educators is prevalent. A thorough, applied understanding of how evidence-based teaching approaches can best be implemented in the educational setting is lacking. OBJECTIVES: The purpose of this project was to use an implementation science framework to implement and evaluate the quality of a doctor of nursing practice (DNP) course before and after implementing evidence-based revisions to course delivery and composition. DESIGN: A pre/post design was used to evaluate course outcomes following implementation of evidence-based teaching approaches. SETTING: A small, private university in the southeastern United States. PARTICIPANTS: Students who enrolled in a DNP healthcare quality improvement course. METHODS: An implementation science framework for integrating evidence-based teaching approaches was used to guide this project. Revisions were made to a DNP course, with evidence-based teaching approaches implemented using strategies including a dedicated course facilitator, faculty education, interactive assistance to course faculty, and detailed rubrics to ensure consistency in grading between sections. Outcomes included course evaluation scores, qualitative student comments, and student engagement measured via the average number of discussion board posts authored and read. RESULTS: After using the implementation science framework to translate evidence-based teaching approaches, there was a statistically significant improvement in three course evaluation questions and the overall course mean. Qualitative comments showed that students found the revisions beneficial to their learning. There was no change in student engagement. CONCLUSIONS: Using a structured implementation science framework and plan to translate and evaluate evidence-based teaching approaches resulted in significant improvements in course outcomes. Nurse educators should consider using an implementation framework to guide course revisions.


Assuntos
Currículo , Estudantes de Enfermagem , Humanos , Pesquisa em Educação em Enfermagem , Ciência da Implementação , Aprendizagem
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