It\u27s Fun, But Is It Science? Goals and Strategies in a Problem-Based Learning Course

All students at Hampshire College must complete a science requirement in which they demonstrate their understanding of how science is done, examine the work of science in larger contexts, and communicate their ideas effectively. Human Biology: Selected Topics in Medicine is one of 18-20 freshman seminars designed to move students toward completing this requirement. Students work in cooperative groups of 4-6 people to solve actual medical cases about which they receive information progressively. Students assign themselves homework tasks to bring information back for group deliberation. The goal is for case teams to work cooperatively to develop a differential diagnosis and recommend treatment. Students write detailed individual final case reports. Changes observed in student work over six years of developing this course include: increased motivation to pursue work in depth, more effective participation on case teams, increase in critical examination of evidence, and more fully developed arguments in final written reports. As part of a larger study of eighteen introductory science courses in two institutions, several types of pre- and post-course assessments were used to evaluate how teaching approaches might have influenced students’ attitudes about science, their ability to learn science, and their understanding of how scientific knowledge is developed [1]. Preliminary results from interviews and Likert-scale measures suggest improvements in the development of some students’ views of epistemology and in the importance of cooperative group work in facilitating that development

Virginia Commonwealth University Professional Bulletin

Professional programs bulletin for Virginia Commonwealth University for the academic year 2018-2019. It includes information on academic regulations, degree requirements, course offerings, faculty, academic calendar, and tuition and expenses for graduate programs

Effective coaching of parents and professionals supporting children who are deaf or hard of hearing

This literature review examines the relationship between collaboration, adult learning and coaching. The most effective adult learning strategies and coaching strategies are discussed to help improve student outcomes for children who are deaf or hard of hearing

An open learning environment for the diagnosis, assistance and evaluation of students based on artificial intelligence

The personalized diagnosis, assistance and evaluation of students in open learning environments can be a challenging task, especially in cases that the processes need to be taking place in real-time, classroom conditions. This paper describes the design of an open learning environment under development, designed to monitor the comprehension of students, assess their prior knowledge, build individual learner profiles, provide personalized assistance and, finally, evaluate their performance by using artificial intelligence. A trial test has been performed, with the participation of 20 students, which displayed promising results

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Advances in Teaching & Learning Day Abstracts 2004

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2004

Managing the complexity of doing it all : an exploratory study on students' experiences when trained stepwise in conducting consultations

Background: At most medical schools the components required to conduct a consultation, medical knowledge, communication, clinical reasoning and physical examination skills, are trained separately. Afterwards, all the knowledge and skills students acquired must be integrated into complete consultations, an art that lies at the heart of the medical profession. Inevitably, students experience conducting consultations as complex and challenging. Literature emphasizes the importance of three didactic course principles: moving from partial tasks to whole task learning, diminishing supervisors' support and gradually increasing students' responsibility. This study explores students' experiences of an integrated consultation course using these three didactic principles to support them in this difficult task. Methods: Six focus groups were conducted with 20 pre-clerkship and 19 clerkship students in total. Discussions were audiotaped, transcribed and analysed by Nvivo using the constant comparative strategy within a thematic analysis. Results: Conducting complete consultations motivated students in their learning process as future physician. Initially, students were very much focused on medical problem solving. Completing the whole task of a consultation obligated them to transfer their theoretical medical knowledge into applicable clinical knowledge on the spot. Furthermore, diminishing the support of a supervisor triggered students to reflect on their own actions but contrasted with their increased appreciation of critical feedback. Increasing students' responsibility stimulated their active learning but made some students feel overloaded. These students were anxious to miss patient information or not being able to take the right decisions or to answer patients' questions, which sometimes resulted in evasive coping techniques, such as talking faster to prevent the patient asking questions. Conclusion: The complex task of conducting complete consultations should be implemented early within medical curricula because students need time to organize their medical knowledge into applicable clinical knowledge. An integrated consultation course should comprise a step-by-step teaching strategy with a variety of supervisors' feedback modi, adapted to students' competence. Finally, students should be guided in formulating achievable standards to prevent them from feeling overloaded in practicing complete consultations with simulated or real patients

Evaluation of a novel digital environment for learning medical parasitology.

open access articleEukaryotic parasites represent a serious human health threat requiring health professionals with parasitology skills to counteract this threat. However, recent surveys highlight an erosion of teaching of parasitology in medical and veterinary schools, despite reports of increasing instances of food and water borne parasitic infections. To address this we developed a web-based resource, DMU e-Parasitology®, to facilitate the teaching and learning of parasitology, comprising four sections: theoretical; virtual laboratory; virtual microscopy; virtual clinical case studies. Testing the package was performed using a questionnaire given to ninety-five Pharmacy students in 2017/18 to assess effectiveness of the package as a teaching and learning tool. 89.5% of students reported appropriate acquisition of knowledge of the pathology, prevention and treatment of some parasitic diseases. 82.1% also welcomed the clinical specialism of the package as it helped them to acquire basic diagnostic skills, through learning infective features/morphology of the parasites

Literacy difficulties in Higher Education:identifying students’ needs with a Hybrid Model

Aims Aims Studies on literacy difficulties have mainly focused on children or adults who have a diagnosis of dyslexia. Some students enter university without such a diagnosis, but with literacy difficulties, and this may impact their ability to become independent learners and achieve academically. This exploratory study aims to employ a hybrid model for developing profiles for such individuals. The hybrid model encompasses the causal modelling framework (CMF; Morton & Frith, 1993), the proximal and distal causes of literacy difficulties (Jackson & Coltheart, 2001) and the conceptual framework for identification of dyslexia (Reid & Came, 2009). Method In this multiple case study design, three young adults with literacy difficulties were interviewed. Using narrative analysis, we compared the cases’ responses with the responses of a matched control student without literacy difficulties. Findings The main findings of the comparison suggested that the proposed hybrid model could be an effective way to highlighting potential obstacles to learning in those with literacy difficulties and would, therefore, be an invaluable tool for educational psychologists who work in adult educational settings. Limitations This is an exploratory study based on multiple case studies. A group study with more individuals should be conducted in order to further validate the proposed hybrid model. Conclusions The current study highlights the importance of understanding the psychosocial, as well as the cognitive and biological aspects of literacy difficulties, without claiming generalisability