Simulation training is a powerful and evidence-based teaching method for students and healthcare professionals. The described educational model of Inter-professional Perinatal Simulation training is the result of a collaborative project with the Erasmus University College Brussels, the Medical School of the Vrije Universiteit Brussel (VUB) and the University Hospital Brussels. This model enhances student midwives to acquire competencies in all fields of midwifery according to national and European legislation and to the International Confederation of Midwives Global Standards for Midwifery Education. In our educational program, simulation training enhanced the achievement of decision-making and inter-professional communication competences. © 2015 Elsevier Ltd
Simulation training is a powerful and evidence-based teaching method for students and healthcare professionals. The described educational model of Inter-professional Perinatal Simulation training is the result of a collaborative project with the Erasmus Universi
…
Keywords:
teaching clinical competence
human
procedures
Competencies
Decision making
interpersonal communication
Vocational education
curriculum
education
health student
human experiment
medical school
educational model
Models, Educational
Students, Health Occupations
competency-based education
simulation training
Belgium
midwife
university hospital
midwifery education
Midwifery
midwifery student
law
achievement
standards
Inter-professional education
Midwifery education
Perinatal simulation
Brussels Capital Region
perinatal care
14 Citations
10.1016/j.midw.2015.11.020
Source:
Rehabilitation Psychology
(2016)
Objective: Wright (1983) described 20 "value-laden beliefs and principles" that form the foundational principles of rehabilitation psychology, and the education and training of rehabilitation psychologists necessitates that they acquire the specialty-specific knowledge and attitudes/values related to these principles. This article addresses 2 questions about how these principles can be taught in rehabilitation psychology training: (a) What are the core theories and evidence supporting these foundational principles, and what should be the content of a "core curriculum" for teaching these?; and (b) What is known about the most effective methods for teaching these foundational principles, including questions of how to teach values? Method: The foundational principles were grouped into 3 categories: individual psychological processes, social psychological processes, and values related to social integration. A literature review was conducted in these 3 categories, and the results are summarized and discussed. Results: A core curriculum is discussed for teaching about disability-specific individual psychological processes, social psychological processes, and values related to social integration, including methods to reduce group prejudice and promote values relevant to the foundational principles. Specific suggestions for training program content and methods are provided. Conclusions: It is hoped that effective teaching of Wright's (1983) value-laden beliefs and principles will help rehabilitation psychology trainers and trainees focus on the key knowledge and attitude-value competencies that are to be acquired in training. © 2016 American Psychological Association.
Objective: Wright (1983) described 20 "value-laden beliefs and principles" that form the foundational principles of rehabilitation psychology, and the education and training of rehabilitation psychologists necessitates that they acquire the specialty-specific knowledge and attitudes/values related t
…
Keywords:
Training
human
medical education
procedures
psychology
Humans
Article
Vocational education
social participation
curriculum
psychological aspect
self concept
education
practice guideline
professional competence
Integration
health personnel attitude
Attitude of Health Personnel
rehabilitation
Social psychology
education program
teaching Education, Professional
Psychology
human dignity
coping behavior
social adaptation
Foundational principles
Rehabilitation psychology
foundational principle
rehabilitation psychology
8 Citations
10.1037/rep0000078
Source:
Nurse Education Today
(2016)
Objectives: The aim of this literature review was to describe the focus of nursing education research in Finnish doctoral dissertations in the field of nursing and caring sciences between the years 1979-2014. In addition, the characteristics (methods, study informants and reporting of validity, reliability, and research ethics) of the dissertations were described. Methods and data: A literature review was carried out. Altogether 51 Finnish doctoral dissertations of nursing and caring sciences focusing on nursing education research were included in the final analysis. The dissertations were published in 1990-2014. The data were analyzed by content analysis both deductively and inductively. Results: Finnish nursing education research was focused on four main areas: structural factors in nursing education, nurse teacherhood, teaching activities, and learning and learning outcomes in nursing education. The most central focus was learning in nursing education whereas nurse teacherhood and structural factors in nursing education were studied the least. Students were the predominant study informant group while nurse staff including nurse mentors were next and nurse educators only the third. Surveys and interviews were the most common data collection methods. In the findings there were a lot of similarities with international nursing education research. Conclusions: Finnish nursing education research has been relatively student-centered yet studies focusing on the education of other nursing-based professions are rare. Future research about nurse teacherhood, curricula and structural factors in nursing education is recommended also. In addition, nursing education research should focus on the central phenomena of nursing education and working life. All in all, more nursing education research is needed. Nursing education dissertations cover only 12.3% of all the dissertations of nursing and caring sciences in Finland. © 2015 Elsevier Ltd.
Objectives: The aim of this literature review was to describe the focus of nursing education research in Finnish doctoral dissertations in the field of nursing and caring sciences between the years 1979-2014. In addition, the characteristics (methods, study informants and reporting of validity, reli
…
Keywords:
teaching learning
human
nursing student
Humans
Students, Nursing
interview
reliability
education
occupation
nursing education research
nursing education
validity
human experiment
mentor
teacher
Nursing education
Literature review
Faculty, Nursing
Content analysis
Finland
Mentors
Research ethics
international nursing
Education, Nursing, Graduate
nursing staff
Nursing Education Research
Scientific literature
Doctoral dissertation
Dissertations, Academic as Topic
10 Citations
10.1016/j.nedt.2015.10.014
Source:
The Palgrave Handbook of Experiential Learning in International Business
(2016)
[No abstract available]
[No abstract available]
0 Citations
10.1007/9781137467720_13
Source:
Medical Teacher
(2016)
Background: Portfolios are widely used for meeting new accreditation standards in the age of competency-based medicine. However, the method of learning through portfolio has been suggested to be vulnerable. Aim: The aim of this study was to explore conditions affecting the experience of teaching and learning from the perspective of both students and mentors in a reflective writing-based portfolio initiative. Method: Using mixed-methods rooted in grounded theory, 139 students and 13 mentors completed questionnaires, 23 students participated in four focus groups and 9 mentors in individual interviews. Results: The overarching theme in our data was student-mentor engagement. Our results confirm previous literature describing portfolio as a vulnerable method of learning, extend this concept by identifying and categorizing specific points of vulnerability, and contribute new knowledge regarding acts of adaptability, which serve to strengthen the student-mentor relationship. Conclusion: Engagement is central to the success of portfolio and is shaped by a dynamic interaction between points of vulnerability and acts of adaptability. We propose a model of engagement in portfolio that can be used for faculty development to optimize student-mentor engagement. © 2015 Informa UK Ltd.
Background: Portfolios are widely used for meeting new accreditation standards in the age of competency-based medicine. However, the method of learning through portfolio has been suggested to be vulnerable. Aim: The aim of this study was to explore conditions affecting the experience of
Keywords:
medical education
questionnaire
Surveys and Questionnaires
interview
curriculum
qualitative research
Interviews as Topic
medical student
Students, Medical
information processing
mentor
theoretical model
competency-based education
Education, Medical, Undergraduate
Focus Groups
writing
Mentors
Accreditation
Models, Theoretical
18 Citations
10.3109/0142159X.2015.1009426
Source:
Asia-Pacific Education Researcher
(2016)
The present study undertook a multilevel analysis on how school administrators’ view of the diffusion of adopting technologies in instruction at school level affected teachers’ acceptance of the use of these technologies in actual teaching , which, hypothetically, in turn influences students’ learning effectiveness. Thirteen Taiwanese high schools with hospitality programmes were surveyed using two theoretical frameworks: diffusion of innovation theory (DOI) and the unified theory of acceptance and use of technology. A series of stepwise multiple regressions were administered, and the results showed that among the variables of DOI within a school, only efforts of promotion was significant for the annual budget allocated to innovative technology-based instruction; this effect was negative. With regard to teachers’ adoption of technology, effort expectancy was significantly linked to behavioural intention, which also affected actual use of technology in instruction. Students’ motivation and self-efficacy were both significant for learning effectiveness. In terms of multilevel moderations, school’s budget allocated to innovative technology-based instruction was found to significantly influence the variables of facilitating condition and behavioural intention at teacher level, which had no moderating effect on students’ learning. © 2015, De La Salle University.
The present study undertook a multilevel analysis on how school administrators’ view of the diffusion of adopting technologies in instruction at school level affected teachers’ acceptance of the use of these technologies in actual teaching , which, hypothetically
…
Keywords:
learning effectiveness
Hospitality education
Diffusion of innovation (DOI)
Unified theory of acceptance and use of technology (UTAUT)
11 Citations
10.1007/s40299-015-0244-3
Source:
Proceedings of the 28th Australian Computer-Human Interaction Conference, OzCHI 2016
(2016)
This paper presents some lessons learnt from the co-creation, within a support organisation, of a virtual world dedicated to practicing life skills for people with intellectual disability. The progression of the project throughout successive stages has indicated what people would want to see and practice in a such a virtual world, which would not have been found after a single development iteration. These desires include the representation of public spaces, social interactions and disruptions. Based on initial trials, we propose some new design insights for further implementation of such virtual worlds in training sessions with the use of immersive headsets. While immersive headsets have been demonstrated to enhance the learning experience, they also visually isolate the person in training from the trainer. To overcome this isolation, a new design concept is presented which allows the teacher to communicate, using gestures, with the immersed student. © © 2016 ACM.
This paper presents some lessons learnt from the co-creation, within a support organisation, of a virtual world dedicated to practicing life skills for people with intellectual disability. The progression of the project throughout successive stages has indicated what people would want to see and pra
…
Keywords:
E-learning
teaching Personnel training
Virtual reality
Social interactions
Virtual reality
Interactive computer graphics
Interactive computer systems
Human computer interaction
Learning experiences
Life skills
Intellectual Disability
Design concept
Virtual worlds
Training sessions
Disability life skill training
Design insights
23 Citations
10.1145/3010915.3010956
Source:
Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015
(2016)
This paper proposes innovative pedagogical practices enabled by technologies to facilitate better learning and teaching experiences for VET students, teachers and workplace mentors. This paper also discusses the possibilities of using mobile and flexible technologies to enable, engage and enhance learning and thus to promote 'Communities of Practice' for Vocational Education and Training (VET). Findings of this study showed that despite the need of innovative pedagogical practices, the effectiveness relies on the instructional design of the trade-specific learning and teaching materials as well as the readiness of students, teachers and workplace mentors. In addition, the willingness to share out of trade-specific contents amongst stakeholders is another noteworthy point to be addressed. © 2015 IEEE.
This paper proposes innovative pedagogical practices enabled by technologies to facilitate better learning and teaching experiences for VET students, teachers and workplace mentors. This paper also discusses the possibilities of using mobile and flexible technol
…
Keywords:
teaching Engineering education
communities of practice
Apprentices
Students
education
vocational education and training (VET)
Commerce
Vocational education and training
Pedagogical practices
Communities of Practice
Instructional designs
Learning and teachings
mobile and flexible technologies
Flexible technologies
Specific learning
Willingness to share
12 Citations
10.1109/TALE.2015.7386023
Source:
Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen
(2016)
Background A Train-The-Trainer course (TTT course) for general practice trainers was developed as part of the program Verbundweiterbildungplus Baden-Württemberg. The course included aspects of training such as organizational and legal knowledge as well as didactic skills for trainers in 9.5 teaching units (45 minutes each). The present article analyzes the evaluation of the course and considers possible future developments for TTT courses in Germany. Methods An evaluation tool was used covering aspects such as information, relevance for daily work, opportunities for participant engagement in the seminars and working environment as well as didactic competencies among teachers. Within five years, 256 trainers participated in a TTT course and received an evaluation sheet. Data were analyzed descriptively. Results 249 evaluation sheets were included (response rate 97 %). Overall, the participants were (very) satisfied with the course in general, its organization, the exchange with colleagues and the teaching units. The participants used the free text mode to give positive feedback; in particular, teaching units in organizational and legal regulations as well as practical feedback training to strengthen professionalism were evaluated positively. Suggestions for improvements included follow-up courses or a deepening of understanding of course contents. Conclusion The participants gave a very positive overall rating and claimed to have benefited from the course contents. Future projects should address further qualifications of general practice trainers and facilitate the exchange with colleagues on an ongoing basis. © 2016
Background A Train-The-Trainer course (TTT course) for general practice trainers was developed as part of the program Verbundweiterbildungplus Baden-Württemberg. The course included aspects of training such as organizational and legal knowledge as well as didactic skills for trainers in 9.5
Keywords:
teaching human
Humans
curriculum
general practice
postgraduate education
Germany
work environment
human experiment
teacher
quantitative analysis
follow up
trainer
professionalism
Family Practice
family medicine
postgraduate training
Family Medicine
course content
Competency Based Education
positive feedback
General medicine
train-the-trainer course
17 Citations
10.1016/j.zefq.2016.10.001
Source:
IEEE Transactions on Education
(2016)
Project-based learning is a widely used pedagogical strategy in engineering education shown to be effective in fostering problem-solving, design, and teamwork skills. There are distinct benefits to be gained from giving students autonomy in determining the nature and scope of the projects that they wish to undertake, but a lack of expert guidance and of a clear direction at the outset can result in confusion, frustration, and unfulfilled goals. Moreover, engineering schools face the imperative of providing students with opportunities to engage with industry during their courses, which can be difficult to accomplish due to logistical and time constraints. This paper reports on a case study in which undergraduate students of electrical, computer, mechatronics, and telecommunications engineering interacted with representatives from industry to obtain feedback at the inception phase of their design projects. Students pitched their ideas to the industry guests at a virtual 'trade fair' held within a hybrid video conferencing and three-dimensional (3-D) virtual world environment, in preparation for the assessable pitches that they had to deliver on campus to a faculty audience. Survey and assessment results attest to the participants' satisfaction as well as to the effectiveness of the approach in improving student self-efficacy and performance. The paper concludes with recommendations for engineering educators looking to implement similar initiatives and a brief outline of the authors' plans for the future. © 1963-2012 IEEE.
Project-based learning is a widely used pedagogical strategy in engineering education shown to be effective in fostering problem-solving, design, and teamwork skills. There are distinct benefits to be gained from giving students autonomy in determining the nature and scope of the projects that they
…
Keywords:
Project-Based Learning
E-learning
teaching Engineering education
Students
Project based learning
Problem solving
education
Commerce
Authentic learning
Virtual reality
Undergraduate students
industry engagement
Authentic learning
Pedagogical strategies
Surveys
Engineering design
Engineering design
Virtual worlds
Telecommunications engineerings
Exhibitions
3-D virtual world
video conferencing
Video conferencing
Threedimensional (3-d)
44 Citations
10.1109/TE.2016.2546230
