Search Results for
"Teaching"

Engineering students, usually, show a greater interest in topics which are demonstrated physically rather than those that are explained using the so called 'chalk and talk' methods, that is, by oral presentations and blackboard/whiteboard/OHP. Also, students are motivated by hands-on experience and by linking concepts and physical models to real engineering problems. A hands-on project has been designed by the Author for civil engineering students to improve their practical considerations in designing structures. The project is about Design, Assemble and Dismantle (DAD) of a full-scale lattice structure. A specific teaching kit including prefabricated full-scale tubular steel members, as well as required connectors has been designed and manufactured for the DAD Project and the participants should design a structure using (all or part of) the provided structural components. The project is modified to suite the participants at different levels, i.e. postgraduate or undergraduate levels. Also, a simpler version has been offered as a part of the 'University Promotional Programmes' for secondary school students. This paper provides further information about the background of the DAD Project and discusses the Project in more detail. Also, relevant literature is reviewed and a methodology is proposed to assess the potential benefits of using full-scale physical models as a part of a master degree module offered in the academic year 2015-16. Finally, the outcomes of the research, as well as further recommendations are provided. © American Society for Engineering Education, 2016.

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Objective: To compare student-tutor guided peer-assisted learning (ST PAL) and resident-tutor guided peer-assisted learning (RT PAL) for its impact on performance of students in summative assessment. Study Design: Quasi-experimental study. Place and Duration of Study: Gujranwala Medical College, from February to September 2015. Methodology: Four batches each of final year MBBS students were first trained for clinical skills by resident-tutors for 2 weeks and had a pre-test. Two students with highest marks were selected as student-tutors. Half of the batch had a further 2 weeks skill training by the student-tutors while other half by resident-tutor, post-test was carried out after 2 weeks. Improvement in scores was compared between ST PAL and RT PAL groups, using unpaired student t-test. The batch underwent same intervention for the next month with cross-over of ST PAL and RT PAL groups. Results: Study population was 152 out of expected 188 as batch D underwent the study only once and 13 students were either absent or had decline in scores, so were excluded. Among 74 (48.68%) ST PAL and 78 (51.23%) RT PAL students, median improvement in scores was 8 for ST PAL group as compared to 7 for RT PAL group; the difference was not statistically significant (p= 0.61). Conclusion: Student-tutor guided peer-assisted learning is as effective as resident-tutor peer assisted learning in improving performance of the students.

This article discusses the dynamic and complex nature of health promotion that requires training to facilitate, formulate, and put into practice its theoretical and methodological principles through continuous reflection on the contradictions of the contexts, and the need to face the challenges and expectations of communities in the region it serves. It also considers another challenge facing the health work, which is the mediation/intersectoral action for implementation of the expanded concept of health. Thus, a demand for competency based education, which means a set of attitudes and knowledge that enable the ability to act in a given situation. A discussion on two teaching experiences developed in Brazil that has contributed to the training of health from the perspective of health promotion: the Graduate Program in the strict sense, in Health Promotion at the University of Franca and the Graduate Program broad sense of the ENSP/Fiocruz will be discussed. In both cases, the use of problem-solving methodologies as a tool for capacity building, enabling theory to approach practice and provide critical and reflective training with scientific rigor and thematic relevance. © 2016, Associacao Brasileira de Pos - Graduacao em Saude Coletiva. All rights reserved.

Endoscopy training has traditionally been accomplished by an informal process in the endoscopy unit that parallels apprenticeship training seen in other areas of professional education. Subsequent to an audit, a series of interventions were implemented in the English National Health Service to support both service delivery and to improve endoscopy training. The resulting training centers deliver a variety of hands-on endoscopy courses, established in parallel with the roll out of a colon cancer screening program that monitors and documents quality outcomes among endoscopists. The program developed a ‘training the trainer’ module that subsequently became known as the Training the Colonoscopy Trainer course (TCT). Several years after its implementation, colonoscopy quality outcomes in the UK have improved substantially. The core TCT program has spread to other countries with demonstration of a marked impact on endoscopy training and performance. The aim of this chapter is to describe the principles that underlie effective endoscopy training in this program using the TCT as an example. While the review focuses on the specific example of colonoscopy training, the approach is generic to the teaching of any technical skill; it has been successfully transferred to the teaching of laparoscopic surgery as well as other endoscopic techniques. © 2016 Elsevier Ltd

The rapid development of social network services (SNSs) has created new challenges and opportunities for online discussion activities. Because synchronous and asynchronous discussions have pros and cons, the present research team developed seamless online learning integrated discussion (SOLID), which integrates synchronous and asynchronous discussions within the online discussion environment. In this environment, students' cognitive processing patterns and changes in patterns throughout the discussion contributed to our understanding of their strengths and limitations. Thus, we adopted project-based discussion activities as teaching activities, and we explored students' cognitive processing in an integrated discussion environment through lag and progressive sequential analysis. The results revealed that this environment elevated the diversity of student cognitive process throughout the online discussion. Moreover, the complete set of cognitive processing patterns could be divided into four periods, including the initial period, growth period, regulated period, and stable period. This study also discussed the features and limitations of cognitive processing in each period. © Copyright 2016 Inderscience Enterprises Ltd.

Performance of procedures is an integral part of any family physician/general practitioner's practice. Unfortunately, discrepancy occurs between the existing theoretical methods of procedural teaching and the training imparted during real daily practice, which creates gaps that need to be overcome. This article identifies and reviews teaching gaps in family medicine training and presents suggestions to overcome them with a view to forming holistic psychomotor skills based on the learner's characteristics within the patient-centred philosophy of family medicine. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Background The German Society of General Practice and Family Medicine (DEGAM) has defined educational seminars during post-graduate training as a core element to improve trainees’ specific knowledge and competencies. Furthermore, these seminars facilitate networking among trainees and support the process of identity formation in family medicine. Since its implementation in 2009, the Verbundweiterbildungplus Baden-Württemberg (VWBplus Ba-Wü) has offered educational seminars. Aim of this article is to analyse the content of these educational seminars and to derive implications for other family medicine training programmes in Germany. Methods From 2009 to 2015, the data from all educational seminars was descriptively analysed. Furthermore, two researchers categorised the seminar contents independently of each other and assigned them to the competence-based curriculum for family medicine training (Kompetenzbasiertes Curriculum Allgemeinmedizin, KCA). Results Until 2015, 600 trainees participated in a starter seminar of the VWBplus Ba-Wü. In total, 1,116 teaching units and 160 different seminars covered all relevant topics of the KCA. A restructuring of organisational processes and seminars was necessary to handle the increase in the number of participants, including the development of specific software for electronic support. Of all these seminars, 56% were held by specialists or trainees in family medicine. The participating trainees rated the educational seminars in general and the possibility for networking as (very) good. Conclusions The contents of the educational seminars included in family medicine training programs will have to be specifically based on family medicine and cover all relevant aspects of the KCA – medical expertise, competencies and procedures. In order to ensure a common standard concerning didactic methods and qualifications of teachers, a didactic guideline is to be developed. The increasing demand of family medicine training programmes requires (further) development of the software eSchoolab, including integration of the KCA. © 2016

The present articles introduce the e-Portfolio as a storage, workspace and showcase to support teaching and learning in higher education institutions (HEIs). Thus, the mix-method approach was implemented on determining important elements of e-Portfolio as a storage, workspace and showcase for a social sciences and humanities context. This study implemented thematic analysis and Fuzzy Delphi Method to obtain the result. Therefore, 25 experts in instructional technology was participated in the process of the making a decision. As resulted, this study highlighted the fundamental of e-Portfolio consists; workspace, storage and showcase. Eventually, the instructional designer will understand and strategies on how to develop an effective e-Portfolio as learning support tool to enhance the learning experience between facilitator and learner. © 2016 Canadian Center of Science and Education. All rights reserved.

This paper presents an evaluation of a problem-based learning methodology versus a more traditional laboratory-based approach to teaching tutorials for electronics modules in undergraduate engineering classes at the University of Limerick, Ireland. Firsthand qualitative and quantitative comparative feedback from students is assessed for the same module across successive cohorts using both learning pedagogies. The analysis suggests that a problem-based learning methodology offers significant benefits in an electronic engineering setting when compared with a more traditional didactic method. © 2015 The Author(s).