Upscaling A Challenge-Based And Modular Education Concept (CMODE-UP)

In 2019, a course at a Dutch University of Technology was redesigned towards challenge-based and modular education. The course was received positively by students and their learning outcomes (grades and engagement) increased compared to previous years. This redesign was quite intensive, and case-specific. It did not deliver a specific set of design principles that can easily be used to redesign other courses within the university or even other universities. Therefore, a follow-up project was started, that aims to deliver a framework to scale-up the course redesign tested in the previous study (CMODE; Challenge-based Modular On-demand Digital Education). This framework will be designed using practical principles and will be evidence-informed. The project consists of three stages: (1) informal interviews with key actors at our university, experienced in studying and/or designing modular instruction, a systematic literature review on challenge-based education and modular instruction; (2) a test of the design principles that were developed using the interviews and literature review; and (3) a test of the CMODE-up framework that was built on the results from the second stage, using think-out-loud protocols. In the current study we specifically focus on the first stage. A first look at the already existing literature around challenge-based education and modular instruction shows us that both concepts have been around for a long time in higher engineering education. Since education has become more and more digitized (and the development of MOOCs), it appears that the concepts have taken a quick increase in relevance. However, both concepts have only been studied minimally in relation to each other. We deem it thus highly relevant to first build a clear and proper view on both concepts, the strengths and weaknesses, and where both (can) meet. So that anyone who has intentions like ours - to implement both in higher education - can do this in an evidence-informed manner.</p

Upscaling A Challenge-Based And Modular Education Concept (CMODE-UP)

In 2019, a course at a Dutch University of Technology was redesigned towards challenge-based and modular education. The course was received positively by students and their learning outcomes (grades and engagement) increased compared to previous years. This redesign was quite intensive, and case-specific. It did not deliver a specific set of design principles that can easily be used to redesign other courses within the university or even other universities. Therefore, a follow-up project was started, that aims to deliver a framework to scale-up the course redesign tested in the previous study (CMODE; Challenge-based Modular On-demand Digital Education). This framework will be designed using practical principles and will be evidence-informed. The project consists of three stages: (1) informal interviews with key actors at our university, experienced in studying and/or designing modular instruction, a systematic literature review on challenge-based education and modular instruction; (2) a test of the design principles that were developed using the interviews and literature review; and (3) a test of the CMODE-up framework that was built on the results from the second stage, using think-out-loud protocols. In the current study we specifically focus on the first stage. A first look at the already existing literature around challenge-based education and modular instruction shows us that both concepts have been around for a long time in higher engineering education. Since education has become more and more digitized (and the development of MOOCs), it appears that the concepts have taken a quick increase in relevance. However, both concepts have only been studied minimally in relation to each other. We deem it thus highly relevant to first build a clear and proper view on both concepts, the strengths and weaknesses, and where both (can) meet. So that anyone who has intentions like ours - to implement both in higher education - can do this in an evidence-informed manner

TOBB Ekonomi ve Teknoloji Üniversitesi Tıp Fakültesi Hastanesi’nde saptanan idrar yolu infeksiyonu etkenleri ve etkileyen faktörler: 5 yıllık retrospektif araştırma

Objective: The aim of this study was to retrospectively analyse the data of patients with significant bacteriuria pre-diagnosed as urinary tract infection (UTI) and to compare the results with the current literature. Methods: A total of 2842 women, men, children, inpatients or outpatients with significant bacteriuria who were pre-diagnosed as UTI in TOBB University of Economics and Technology Faculty of Medicine Hospital between January 1, 2013 and December 31, 2017 were included in this study and the data of these patients were analysed retrospectively. Results: Of the patients with significant bacteriuria, 83.5% were female. Escherichia coli was isolated from urine cultures most frequently both in outpatient and inpatient groups regardless of gender. When bacterial growth was evaluated according to the clinics admitted, E. coli was found to be the most common with a ratio of 74.3%. In all age groups, E. coli was the first and Klebsiella spp. were the second most frequent bacteria. Conclusions: In this study, the most commonly isolated agent was found to be E. coli as indicated in the literature regardless of other parameters investigated. Besides, it was observed that ratio of patients from whom E. coli was isolated increased within the years. © 2019, AVES. All rights reserved