Core professionalism education in surgery: A systematic review

Background: Professionalism education is one of the major elements of surgical residency education. Aims: To evaluate the studies on core professionalism education programs in surgical professionalism education. Study Design: Systematic review. Methods: This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Results: Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. Conclusion: It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable. © 2018 by Trakya University Faculty of Medicine / The Balkan Medical Journal published by Galenos Publishing House

Media Video Pembelajaran Methods of Tefl

: VCD Learning-Media in Method of TEFL. This study took four steps: survey for needs assess­ment, product development, expert validation, and small-scale try-out. The survey, using a questionnaire, engaged 29 students having passed the masterate course on Methods of TEFL. A seasoned faculty member handling the course was also involved as a research subject with whom interviews were conducted. Based on the information obtained in the survey, video materials were developed following two kinds of activities: the development of learning scenario and script for screenplay, and the visual recording of teaching-learning activities based on the scenario and screenplay. The recordings were limited to 3 teaching-learning models. The subjects participating in the three teaching-learning models of Audio-lingual Method, Think-Pair-Share, and Genre-based Approach include students (and English teachers) of SMP and SMA Labora­torium UM. In short, the VCD product has been developed in view of the needs assessment and theoretically fit. The product has achieved some degree of validity through expert validation and small-scale try-out; revisions based on the experts\u27 feedback and try-out results have been made

Teaching-Learning Practices of Information and Communication Technology in Secondary Schools of Bangladesh

In Bangladesh, secondary school curricula have made Information and Communication Technology (ICT) education compulsory considering the importance of technology and innovation. Students’ performance varies highly across schools compared to within school. This study is conducted in an effort to know what teachers accomplish in ICT classes. The study follows a qualitative research design. 5 ICT teachers and 250 students from 5 secondary schools of Dhaka city were chosen as sample. Data were collected from students and teachers through semi-structured questionnaire, interviews and classroom observations. The major findings of this study reveal that teachers practice mostly lecture, demonstration and book reading method in ICT classes to engage the students in teaching-learning process. Moreover, students are given feedback based on individual assessment. Furthermore, most of the schools have sufficient infrastructure to conduct laboratory work and sometimes practical classes are taken in ICT labs. It is asserted that ICT teachers are punctual to prepare lesson plans and use text books as well as e-learning resources for preparation. However, further study is suggested to explore the overall scenario of ICT teaching learning practices in secondary level education of Bangladesh by comparing rural and urban secondary schools in large scale. Keywords: teaching-learning, ICT, secondary schools DOI: 10.7176/IKM/9-8-04 Publication date:September 30th 201

Assessments as Teaching and Research Tools in an Environmental Problem-Solving Program for In-Service Teachers

This article discusses the use of a scenario-based assessment tool in two environmental geoscience in-service programs for middle school and high school teachers. This tool served both to guide instructional techniques and as a method to evaluate the success of the instructional approach. In each case, participants were assessed before the workshops to reveal misconceptions that could be addressed in program activities and afterwards to reveal shifts in their understanding of concepts and approaches. The researchers noted that this scenario-based assessment was effective in providing guidance in refining instructional techniques and as a method to evaluate the effectiveness of an instructional program. In addition, participating teachers reported significant changes in their teaching as a result of the program. Educational levels: Graduate or professional, Graduate or professional

Managing assessment : student and staff perspectives

‘I never realised assessment was for learning’ Laura Ludman BSc (Hons) Nursing, University of Central England Managing Assessment: Student and Staff Perspectives is a practical tool developed by the Managing Effective Student Assessment (MESA) benchmarking club. It aims to give senior management, staff and educational developers, teachers, and support staff insight into assessment issues along with ideas and tools to enable them to improve student learning and reduce the burden on staff. It is hoped that, as well as enriching the learning experience, the case studies will also encourage students to reflect on their experiences of assessment and promote student and staff dialogue around assessment practices. The underlying principle of the Managing Effective Student Assessment (MESA) benchmarking club was the emphasis and value placed on the student perspective. However, it was recognised that assessment is complex and needs careful management. This includes appropriate strategies, structures and support to ensure effective student learning. The initiative was led by the Higher Education Academy (formerly the Learning and Teaching Support Network Generic Centre) and University of Central England (UCE) with the aim of refocusing staff time into providing better support for students and making student learning more effective. The MESA group comprised of a senior manager at departmental level, a member of the educational/faculty development staff and up to three students from each of eight institutions: the UCE, University of Brighton, Coventry University, De Montfort University, University of Glamorgan, Northumbria University, University of Sussex, and York St John College. The students and staff involved were from a range of different discipline areas and diverse institutions. The aims of the MESA group were to: • Share effective practices and issues in assessment; • Use assessment to enrich the student learning experience and seek to demystify assessment; • Enhance assessment practice to improve student retention and progression; • Manage change effectively and embed within institutions. The active involvement of students was facilitated through a student discussion forum which ran parallel to the inputs made by academic managers. The students were invited to discuss experiences of good assessment practice and identify assessment related issues that impacted on their experiences. The group then worked together to seek effective resolutions to the issues raised, which led to the creation of the case studies presented in this publication. The MESA project encouraged students and staff to learn from one another, as well as learning across subject boundaries and types of institutions. Managing Assessment: Student and Staff Perspectives was created in order to share this learning and to help others develop their understanding of what students need from assessment. It also considers how change can be managed and embedded within institutions

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Cross-sectional evaluation of a longitudinal consultation skills course at a new UK medical school

Background: Good communication is a crucial element of good clinical care, and it is important to provide appropriate consultation skills teaching in undergraduate medical training to ensure that doctors have the necessary skills to communicate effectively with patients and other key stakeholders. This article aims to provide research evidence of the acceptability of a longitudinal consultation skills strand in an undergraduate medical course, as assessed by a cross-sectional evaluation of students' perceptions of their teaching and learning experiences. Methods: A structured questionnaire was used to collect student views. The questionnaire comprised two parts: 16 closed questions to evaluate content and process of teaching and 5 open-ended questions. Questionnaires were completed at the end of each consultation skills session across all year groups during the 2006-7 academic year (5 sessions in Year 1, 3 in Year 2, 3 in Year 3, 10 in Year 4 and 10 in Year 5). 2519 questionnaires were returned in total. Results: Students rated Tutor Facilitation most favourably, followed by Teaching, then Practice & Feedback, with suitability of the Rooms being most poorly rated. All years listed the following as important aspects they had learnt during the session: • how to structure the consultation • importance of patient-centredness • aspects of professionalism (including recognising own limits, being prepared, generally acting professionally). All years also noted that the sessions had increased their confidence, particularly through practice. Conclusions: Our results suggest that a longitudinal and integrated approach to teaching consultation skills using a well structured model such as Calgary-Cambridge, facilitates and consolidates learning of desired process skills, increases student confidence, encourages integration of process and content, and reinforces appreciation of patient-centredness and professionalism

A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods

Health care learners commonly rely on opportunistic experiential learning in clinical placements in order to develop cognitive and psychomotor clinical skills. In recent years there has been an increasing effort to develop effective alternative, non-opportunistic methods of learning, in an attempt to bypass the questionable tradition of relying on patients to practice on. As part of such efforts, there is an increased utilisation of simulation-based education. However, the effectiveness of simulation in health care education arguably varies between professions (Liaw, Chan, Scherpbier, Rethans, & Pua, 2012; Oberleitner, Broussard, & Bourque, 2011; Ross, 2012). This pilot study compares the effectiveness of three educational (or ‘teaching’) methods in the development of clinical knowledge and skills during Rapid Sequence Induction (RSI) of anaesthesia, a potentially life-threatening clinical situation. Students of Operating Department Practice (ODP) undertook either a) traditional classroom based and experiential learning, b) part-task training, or c) fully submersive scenario-based simulated learning