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TOPIC: Online teaching. PURPOSE: To describe the pedagogical transition that needs to be considered before putting a class online. SOURCES: Published literature. CONCLUSIONS: Advances in technology will continue to alter teaching strategies. The changing paradigm of online education needs further research to advance the science of nursing education.
The application of group dynamic techniques as pedagogical tools transforms the classroom into a laboratory for living. In such an environment, concepts relative to man's behavior are not only explained but learned experimentally through the interactive process. Through utilization of this model, the health educator can provide an opportunity for different groups at school to learn about each other's values as well as appreciate their differences. Coping with peer pressure, shyness, others' feelings and defense mechanisms become a part of the learning process. The difficulties of responsible decision making can be periodically examined. Personal expression by a wide range of students is at best difficult to accomplish, and the use of materials and media as motivational devices can not be viewed as ends in themselves. They need to be utilized with regard to a functional analysis of the group dynamic process. Such an analysis should include the teacher's own biases, communication patterns, student roles, reasons for resistance and awareness of sub groups. After making a diagnosis of the system, the teacher is then in a position to orchestrate class behavior through a variety of strategic moves. Such moves include recreating communication channels, controlling stress levels, manipulating seating and modeling desirable behaviors. By incorporating aspects of therapeutic techniques into his/her teaching style, the teacher must not only be knowledgeable but astute and inventive as well.
Whereas most scientists are highly critical of constructivism and relativism in the context of scientific knowledge acquisition, the dominant school of chemical education researchers appears to support a variety of such positions. By reference to the views of Herron, Spencer, and Bodner, I claim that these authors are philosophically confused, and that they are presenting a damaging and anti-scientific message to other unsuspecting educators. Part of the problem, as I argue, is a failure to distinguish between pedagogical constructivism regarding students' understanding of science, and constructivism about the way that scientific knowledge is acquired by expert scientists.
Research into the role of teachers in maintaining self-concepts which reflect gender stereotypes has been hampered by the lack of parallel multidimensional instruments. The development of the Teachers' Rating Scale of the Child's Competence (TRSCC) and the Perceived Competence Scale for Children (PCSC) (Harter, 1982) answers this problem. Thirty-six boys and 38 girls of mean ages 10 years 8 months (SD = 3.6 months) and 10 years 9 months (SD = 3.3 months) respectively completed the PCSC while their teachers (N = 12) completed the TRSCC. It was found that: (1) teachers' mean ratings of boys' competence did not significantly differ from their ratings of girls' competence; (2) teachers' ratings demonstrated significant differences between boys and girls in the pattern of interrelationships of the domains of competence; (3) teachers' perceptions and pupils' self-perceptions in the patterns of interrelationships amongst the domains of competence showed similar patterns for teachers and boys, and almost similar patterns for teachers and girls; (4) teachers were more important for girls' self-perceived competence than for boys' self-perceived competence; (5) both teachers and pupils use perceived physical competence as a construct associated with significantly differentiating between boys and girls in other domains of competence. These findings have pedagogical implications for the treatment of girls.
The purpose of this study was to examine the effects of co-operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co-operative Logo environment (N = 30), the other to an individualised Logo environment (N = 24), and the third served as a non-treatment control group (N = 29). Results showed that students in the cooperative Logo environment outperformed their counterparts in the other two groups on certain measures of creativity (figurative-originality, verbal-flexibility, and verbal-originality). In addition, the co-operative Logo group developed more positive interpersonal relationships than the students in the other two settings. The results are discussed from three perspectives: the social-cognitive approach emphasising the roles of co-operation and metacognition in developing advanced thinking skills; the educational-technology viewpoint demonstrating the potential use of computers; and the pedagogical view pointing out the implications of the study to school situations and heterogeneous classrooms.
Researchers must be familiar with a variety of source literature to facilitate the informed use of structural equation modelling. Knowledge can be acquired through the study of an expanding literature found in a diverse set of publishing forums. We propose that structural equation modelling publications can be roughly classified into two groups: (a) technical and (b) substantive applications. Technical materials focus on the procedures rather than substantive conclusions derived from applications. The focus of this article is the former category; included are foundational/major contributions, minor contributions, critical and evaluative reviews, integrations, simulations and computer applications, precursor and historical material, and pedagogical textbooks. After a brief introduction, we annotate 294 articles in the technical category dating back to Sewall Wright (1921).
BACKGROUND: There is ongoing debate about how best to deliver anatomy teaching in a modern medical curriculum. Some studies suggest that the separation of basic sciences and clinical teaching can impact students' confidence in anatomy, which has potential long-term implications on their medical career. This suggests new pedagogic approaches to improve anatomy teaching may be beneficial. This study aimed to establish if integrating a clinical case into anatomy practical classes would improve students' anatomy recall compared to anatomy teaching alone. APPROACH: A ten minute clinical scenario was developed, which focused on the typical history, examination, investigations and management of a hip fracture patient. Medical students (n = 220) currently studying lower limb anatomy were randomised by pre-assigned anatomy groups to become intervention or control. In the intervention group, students received the clinical case teaching, followed by their anatomy session. In the control group, students attended the anatomy session. Students in both groups were then assessed on hip anatomy. The intervention group also gave their perception of the clinical case. EVALUATION: This study showed that participants who received integrated teaching performed significantly better in the anatomy recall test (3.64 SD ± 0.574) than whose who had anatomy teaching only (1.95 SD ± 0.994) (chi2 = 185.51, p < 0.00001). Most participants (93.5%; 101/108) strongly agreed/agreed that integrating clinical cases into anatomy teaching benefited their learning. IMPLICATIONS: These results suggest that students' anatomy recall may be improved by integrating clinical cases and anatomy teaching. It also suggests that students found this approach beneficial for their learning.
A description of two-dimensional acoustic fields by means of a joint "space-wave number" representation is discussed. A function defined in the phase-space domain (x,y,k(x),k(y)) is associated with a signal which is a function of spatial coordinates (x,y). This paper presents two methods to realize it. The first is to associate with each point (x,y) of the wave field a two-dimensional wave number spectrum (k(x),k(y)), called local spectrum. The second is to process by other coordinates the wave field along an arbitrary direction, introduced in quantum mechanics for the study of classical billiards, and provided by the Birkhoff variables (s,cos phi). Phase-space diagrams are given by quadratic phase-space distributions. Simulations are presented for wave fields in a 2D planar waveguide for a pedagogical point of view with Gaussian beam or point-source excitation, and nonuniform waveguides as a sudden area expansion chamber and an open billiard with a single incoming mode at the entrance of each of them. In these problems, local spectrum and Birkhoff analysis are used in order to identify the structures hidden in the field. The result is the contribution of different wave vectors which contribute to the field value at the analysis point or at a certain section of the boundary, and show complicated structure of the acoustic field like whispering gallery or diffracted waves.
AIMS: To investigate use of targeted self study material in type I diabetes patient education regarding dissemination, perceived patient benefit, and prevention of severe hypoglycaemia. METHODS: In a randomised 1:1:1 controlled study, 332 patients with type I diabetes (aged 2.6-18.9 years) were studied; 313 completed clinical follow up, 261 completed endpoint questionnaire. The intervention group received videotapes and a brochure designed to review skills for self control and treatment, aimed at preventing severe hypoglycaemia. Two control groups received a videotape and brochure with general diabetes information, or traditional treatment only, respectively. RESULTS: Yearly incidence of severe hypoglycaemia decreased from 42% to 27% in the intervention group, but not in controls. HbA1c remained unchanged. Levels of use ranged from 1 to 20 times (median 2); 40-49% had shown the materials to friends, relatives, school staff, sports coaches, etc (there was little difference between intervention and control groups). Higher benefit and learning levels resulted from the intervention material, especially in patients with severe hypoglycaemia. CONCLUSIONS: Mass distributed pedagogical devices such as high quality video programmes and brochures may contribute to the prevention of severe hypoglycaemia. Such self study materials can reach high dissemination levels and constitute a cost effective complement to regular visits to a diabetes team and to other types of education. The findings may have implications for other topics, other ages, and other diagnosis groups.
While the evidence for a clustering of health habits is not particularly strong, there are both pedagogic and economic arguments in favour of a multifaceted approach to health education. The present review thus examines the impact of regular physical exercise upon other forms of health behaviour, testing the extent to which an activity programme can be a catalyst of improved lifestyle in both primary and secondary preventive therapy. The conceptual framework of health promotion is examined with particular reference to the models of Skinner, Becker, Fishbein, Triandis and Rokeach. Certain differences are noted between the decision to exercise and the marketing decisions for which Fishbein's model was originally designed. Nevertheless, in its later modifications, it provides a basic framework for understanding how human lifestyle is shaped. Theoretical mechanisms are suggested whereby exercise could influence such behaviours as cigarette smoking, alcohol consumption and drug usage, seat-belt usage, hypertension, body mass, lipid profile, promiscuous sexual behaviour, the carrying of lethal weapons, and acceptance of regular preventive medical examinations. The empirical evidence from both cross-sectional and longitudinal experiments shows a relatively weak association between exercise habits and other desirable forms of health behaviour. Moreover, it is arguable that other forms of health intervention such as smoking withdrawal or dieting might be equally effective as a primary change agent, and much of the observed association between exercise and other health habits could be attributable to a common dependence on demographic and socio-economic factors. On the other hand, the apparent weakness of associations may arise in part from difficulties in measuring both habitual physical activity and other forms of health behaviour, with a resultant attenuation of correlations. Possibly, a stronger association between exercise participation and other favourable health habits would be uncovered if attention were focused upon those forms of endurance exercise currently thought to enhance cardiac health. Given that moderate endurance exercise is also positive and pleasant advice, further examination of the potential of multifaceted but exercise-centered health promotion programmes appears warranted.
The aim of this project was to promote internationalisation of prehospital education collaboratively between students and teachers from EMS Education and Training, Montana, USA, and Monash University Centre for Ambulance and Paramedic Studies (MUCAPS), Victoria, Australia. The project required students and teachers to engage in a series of face to face lectures, which was reinforced through distance education strategies, such as online learning. The overall project aim was to establish an objective and descriptive view of the internationalisation of prehospital and community based emergency health education using e-learning as the educational approach. A cross sectional survey design using paper based evaluation was adopted in this project. Results revealed a positive student reaction, with flexible pedagogical processes broadening student learning and facilitating an international dimension otherwise not achievable. Given the current state of globalisation, internationalisation has the capacity to improve educational standards, quality, student interactions and specific learning outcomes in prehospital education.
Coronary risk factors (CRF) have been recorded for nearly 15 000 men aged between 40 and 49 living in Oslo in 1972. These data are matched with the 1970 census data for Norway so as to analyse CRF within various occupational groups. A fairly good agreement between mortality statistics for Norway and CRF was found in many occupations. For instance, persons in pedagogical work have low total mortality rates consistent with their low coronary risk factors. Taxi and busdrivers, on the other hand, have been reported to have mortality rates from lung cancer and coronary heart disease consistent with their high smoking prevalence, serum triglycerides, and cholesterol levels.
There are very few medical ethics courses in British medical schools which are a formal part of the clinical curriculum. Such a programme is described in the following, along with the way in which the long-term curriculum committee of the University College and Middlesex Hospital Joint Medical School was persuaded to make it compulsory for first-year students. Pedagogical lessons which have been learned in its planning and implementation are outlined and teaching materials are included concerning student and course assessment which should be useful for others engaged in similar work. Finally, some of the institutional obstacles facing such attempts are discussed, particularly problems concerning timetabling, different types of opposition and the consequent importance of building alliances among clinical teaching staff.
Information is usually supposed to be a prerequisite for people making decisions on whether or not to participate in a clinical trial. Previously conducted studies and research ethics scandals indicate that participants have sometimes lacked important pieces of information. Over the past few decades the quantity of information believed to be adequate has increased significantly, and in some instances a new maxim seems to be in place: the more information, the better the ethics in terms of respecting a participant's autonomy. The authors hypothesise that the dose-response curve from pharmacology or toxicology serves as a model to illustrate that a large amount of written information does not equal optimality. Using the curve as a pedagogical analogy when teaching ethics to students in clinical sciences, and also in engaging in dialogue with research institutions, may promote reflection on how to adjust information in relation to the preferences of individual participants, thereby transgressing the maxim that more information means better ethics.
The American College of Radiology designed a "crash" program to train radiologists to interpret and classify the radiological manifestations of coal workers' pneumoconiosis. This Viewbox Seminar combines two pedagogic techniques, group viewbox study, and a test-teach-test sequence of instruction that compels active participation in the learning process. Weekend scheduling and good location and transportation connections facilitate attendance, making this an excellent way to teach large groups of radiologists certain subtleties of radiology in a short time.
One purpose of this study was to quantify, by means of single-format, multiple-choice questions at the beginning and end of the course, the extent to which first-year medical students learn neuroscience material from an introductory course in their curriculum. Compared with their precourse test performance (mean = 41.8%), collectively, the students nearly doubled their grade by the end of the course (mean = 81.4%). Their scores in subcategories of the material improved in inverse proportion to what they knew initially. A second goal was to evaluate a two-dimensional, computer-generated matrix as a way to assess test question validity and value. The evaluation of individual test questions as assessed from the matrix often, but not always, was similar to the classical pedagogical analysis that uses difficulty and discrimination indexes. Strengths of the matrix are its ability to render data as a gestalt, as well as flexibility and intuitive ease of use.
In order for the efforts of scholarly teaching to be recognized, the work must become public and presented to peers for review. Scholarship of Teaching is not only improving instruction and learning but also methodically assessing whether specific teaching interventions have had the desired effect. In this paper, the author presents a step-by-step guide for how to develop a Scholarship of Teaching project that is well thought out and worthy of publication. Factors to consider before performing such pedagogical research include developing a clear research hypothesis for the classroom, reviewing the background literature, obtaining Institutional Review Board (Human Subjects) approval, and determining which methods of assessment may be used. This "how to" guide discusses how to handle all of these factors and prepare the data for publication and introduces the reader to references related to the Scholarship of Teaching and learning as well as educational research and theory.
Laboratory exercises in which students examine the human diving response are widely used in high school and college biology courses despite the experience of some instructors that the response is unreliably produced in the classroom. Our experience with this exercise demonstrates that the bradycardia associated with the diving response is a robust effect that can easily be measured by students without any sophisticated measurement technology. We discuss measures that maximize the success of the exercise by reducing individual variation, designing experiments that are minimally affected by change in the response over time, collecting data in appropriate time increments, and applying the most powerful statistical analysis. Emphasis is placed on pedagogical opportunities for using this exercise to teach general principles of physiology, experimental design, and data analysis. Data collected by students, background information for instructors, a discussion of the relevance of the diving reflex to humans, suggestions for additional experiments, and thought questions with sample answers are included.