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PubMed1994

Influence of a highly focused case on the effect of small-group facilitators' content expertise on students' learning and satisfaction.

BACKGROUND: There has been considerable debate over the need for content expertise to lead a successful small-group discussion for medical students. Some authors feel process expertise related to the conduct of a small group is of more value than content expertise related to the case. At least one study has presented data that suggest content expertise can lead to teacher domination of the learning environment. In an earlier study, the present authors found that students learned more and were more satisfied with small-group instruction when the instruction was facilitated by a faculty member who was an expert in the content of the case. That study also identified no tendency for content experts to dominate the sessions (e.g., through lecturing or otherwise controlling the learning environment). The purpose of the present study was to explore the efficacy of a carefully designed and highly focused case problem to remove the influence of group facilitators' content expertise on students' learning outcomes. METHOD: The 211 students in the University of Michigan Medical School class of 1994 were randomly assigned to 28 groups in a microbiology and immunology course in the fall of 1991; each small group was led by a faculty facilitator. Complete data were available from 27 groups: 13 groups led by experts and 14 groups led by non-experts. Data collection included observers' codings of interactions between the students and the facilitators (interactional analysis), test scores, and students' ratings of the experience. RESULTS: Unlike in the previous study, group leaders who were content experts devoted significantly more time to teacher-directed activities than did non-content-expert leaders. However, overall, 62% of the time was devoted to student-initiated activity. The results of the multiple-choice tests that were related specifically to the goals of the case indicated there was no significant difference between the students' performances in the groups led by experts and those led by non-experts. With respect to students' satisfaction, all students gave consistently high ratings to the experience and there was no difference between groups led by expert and non-expert facilitators. CONCLUSION: The data from this study suggest that a facilitator's content expertise alone does not determine the amount of teacher-directed behavior in a group, the amount of students' learning, or students' satisfaction. The focus built into the case and the amount of facilitator's training directly related to the content of the case are also significant variables related to students' learning, teacher's behavior, and students' satisfaction.

Curriculum↗

PubMed2004

Evaluating student paediatric advanced nurse practitioners' experiences of a paediatric pharmacology module: in the context of reflective learning.

An evaluation of the first paediatric pharmacology module at Master's level was undertaken. The broad aims were: to ascertain whether the participants had achieved the modular learning outcomes; how their pharmacological knowledge base had altered as a result of the module; and whether their professional practice had been influenced subsequent to undertaking the module. The findings of the 12 participants who registered on the module are reported. Three tools were utilized to generate the data for this broadly qualitative study. The findings indicated that reflective thinking at the evaluative level enabled the participants to monitor their professional and personal performance and that their critical thinking skills and confidence had increased. The questionnaire survey had some limitations, but was seen as the only feasible method of achieving a representation as to whether the module had subsequently influenced the professional practice of the participants. The data presented convincing evidence of the relevance of study of a paediatric pharmacology module at Master's level for the professional and personal development of practitioners.

Child↗

PubMed2004

Integrating applied anatomy in surgical clerkship in a problem-based learning curriculum.

Little attention has been given to structured teaching of applied anatomy to senior medical students in problem-based learning (PBL) medical schools. A course named "Anatomical Principles in Surgical Practice" was introduced at the Arabian Gulf University (AGU) in 2001 for fifth- and sixth-year medical students during their surgical clerkship rotation. The course aims to emphasize, update and integrate applied anatomical concepts that are essential for surgical practice. The course consists of 15 interactive sessions held weekly to ensure topics coincide with the surgical problem-solving sessions. A questionnaire was administered to students completing their surgical rotations (n = 131) seeking their perceptions about the new course during the academic years 2001, 2002 and 2003. To measure learning outcome, 70 students were also given pre- and post-tests. Positive responses were given by 85.2% of the students for course arrangement, by 92.0% for course content, by 88.3% for clinical correlation, by 95.2% for level of teaching and by 87.2% for overall judgment. The students' mean scores in the post-test (71.7%+/-11.7) was significantly higher than their mean scores in the pre-test (42.3%+/-12.6, p < 0.001). Students liked the course and reported feeling more confident in correlating anatomy with surgery during their rotations. By extending anatomical teaching into the clerkship phase, a link between basic medical and clinical sciences has been established that further enhances vertical integration within a PBL curriculum in a spiral fashion.

Anatomy↗

PubMed2006

An investigation of medical student reactions to feedback: a randomised controlled trial.

BACKGROUND: Medical educators have indicated that feedback is one of the main catalysts required for performance improvement. However, medical students appear to be persistently dissatisfied with the feedback that they receive. The purpose of this study was to evaluate learning outcomes and perceptions in students who received feedback compared to those who received general compliments. METHODS: All subjects received identical instruction on two-handed surgical knot-tying. Group 1 received specific, constructive feedback on how to improve their knot-tying skill. Group 2 received only general compliments. Performance was videotaped before and after instruction and after feedback. Subjects completed the study by indicating their global level of satisfaction. Three faculty evaluators observed and scored blinded videotapes of each performance. Intra-observer agreement among expert ratings of performance was calculated using 2-way random effects intraclass correlation (ICC) methods. Satisfaction scores and performance scores were compared using paired samples t-tests and independent samples t-tests. RESULTS: Performance data from 33 subjects were analysed. Inter-rater reliability exceeded 0.8 for ratings of pre-test, pre-intervention and post-intervention performances. The average performance of students who received specific feedback improved (21.98 versus 15.87, P<0.001), whereas there was no significant change in the performance score in the group who received only compliments (17.00 versus 15.39, P=0.181) The average satisfaction rating in the group that received compliments was significantly higher than the group that received feedback (6.00 versus 5.00, P=0.005). DISCUSSION: Student satisfaction is not an accurate measure of the quality of feedback. It appears that satisfaction ratings respond to praise more than feedback, while learning is more a function of feedback.

Adult↗

PubMedDate not supplied

The role of early language experience in the development of speech perception and phonological processing abilities: evidence from 5-year-olds with histories of otitis media with effusion and low socioeconomic status.

UNLABELLED: This study tested the hypothesis that early language experience facilitates the development of language-specific perceptual weighting strategies believed to be critical for accessing phonetic structure. In turn, that structure allows for efficient storage and retrieval of words in verbal working memory, which is necessary for sentence comprehension. Participants were forty-nine 5-year-olds, evenly distributed among four groups: those with chronic otitis media with effusion (OME), low socio-economic status (low-SES), both conditions (both), or neither condition (control). All children participated in tasks of speech perception and phonological awareness. Children in the control and OME groups participated in additional tasks examining verbal working memory, sentence comprehension, and temporal processing. The temporal-processing task tested the hypothesis that any deficits observed on the language-related tasks could be explained by temporal-processing deficits. Children in the three experimental groups demonstrated similar results to each other, but different from the control group for speech perception and phonological awareness. Children in the OME group differed from those in the control group on tasks involving verbal working memory and sentence comprehension, but not temporal processing. Overall these results supported the major hypothesis explored, but failed to support the hypothesis that language problems are explained to any extent by temporal-processing problems. LEARNING OUTCOMES: As a result of this activity, the participant will be able to (1) Explain the relation between language experience and the development of mature speech perception strategies, phonological awareness, verbal working memory, and syntactic comprehension. (2) Name at least three populations of individuals who exhibit delays in the development of mature speech perception strategies, phonological awareness, verbal working memory, and syntactic comprehension, and explain why these delays exist for each group. (3) Point out why perceptual strategies for speech are different for different languages. (4) Describe Baddeley's model [A.D. Baddeley, The development of the concept of working memory: implications and contributions of neuropsychology, in: G. Vallar, T. Shallice (Eds.), Neuropsychological Impairments of Short-term Memory, Cambridge University Press, New York, 1990, p. 54] of verbal working memory.

Acoustic Impedance Tests↗

PubMed2006

An examination of the seductive details effect in terms of working memory capacity.

Previous work on learning from text has demonstrated that although illustrated text can enhance comprehension, illustrations can also sometimes lead to poor learning outcomes when they are not relevant to understanding the text This phenomenon is known as the seductive details effect. The first experiment was designed to test whether the ability to control one's attention, as measured by working memory span tasks, would influence the processing of a scientific text that contained seductive (irrelevant) images, conceptually relevant images, or no illustrations. Understanding was evaluated using both an essay response and an inference verification task. Results indicated that low working memory capacity readers are especially vulnerable to the seductive details effect. In the second experiment, this issue was explored further, using eye-tracking methodology to evaluate the reading patterns of individuals who differed in working memory capacity as they read the same seductively illustrated scientific text Results indicated that low working memory individuals attend to seductive illustrations more often than not and, also, for a longer duration than do those individuals high in working memory capacity.

Association Learning↗

PubMed2003

Dental students' reflections on their community-based experiences: the use of critical incidents.

Dental schools are challenged to develop new learning methodologies and experiences to better prepare future dental practitioners. The purpose of this study was to gain insight into the community-based experiences of dental students as documented in their critical incident essays and explore what learning outcomes and benefits students reported. Following two required community-based clinical rotations, each student wrote a reflection essay on a self-defined critical incident that occurred during the rotations. Rotations took place in settings such as a public health clinic, special needs facility, hospital, or correctional institution. Essays for two classes of students were content-analyzed for recurring themes and categories. Students were confronted in their rotations with a wide range of situations not typically encountered in dental academic settings. Their essays showed that, as a result of these rotations, students developed increased self-awareness, empathy, communications skills, and self-confidence. Critical incidents challenged assumptions and stereotypes, enhanced awareness of the complexities of dental care, and raised complex ethical dilemmas. The essays also illustrated a heightened sense of professional identity and enabled students to appreciate the role dentistry can play in impacting patients' lives. We concluded from the study that community-based dental education that includes a process for reflection holds promise as an educational strategy to facilitate the personal and professional development of future dentists.

Attitude↗

PubMed2005

Gender-related differences in learning in student-led PBL tutorials.

CONTEXT: Male and female students behave differently in problem-based learning (PBL) tutorials. However, these differences could be partly attributed to faculty tutor behavior in male and female tutorials. OBJECTIVES: This study aims to examine the gender differences in learning outcomes between medical students when peer tutors facilitate PBL tutorials. METHODS: A questionnaire-based study conducted in single-gender student-led (SLT) and faculty-led (FLT) tutorials. The study involved third year medical students (n = 91) divided into ten groups (five groups each). The SLT groups consisted of 16 male and 28 female students, while the FLT group consisted of 20 male and 27 female students. Students evaluated their individual and group performance in tutorials and also skills of tutors. Student performance in end-unit examinations and their perceptions about peer tutoring were also analyzed. RESULTS: A total of 290 questionnaires (response rate = 63.7%) were collected over the five-week period of the study. Although individual performance in tutorials and achievement in examinations were comparable in both groups, there was significantly higher group performance in female compared with male student-led tutorials (p < 0.01). This difference between male and female groups was not attributed to improvement in the performance of female groups, but rather to a decline in performance of the male SLT groups. In addition, both male and female students expressed facing difficulties in discussion and analysis of the problem in the first tutorial session. CONCLUSIONS: Understanding the gender differences in the group behavior in student-led tutorials is important for PBL programs adopting this approach.

Bahrain↗

PubMed2026

Bridging the Python Training Gap for Bioscientists in Brazil: Improvements and Challenges.

The rapid evolution of high-throughput technologies in biosciences generates vast and diverse datasets, demanding that bioscientists develop advanced data manipulation and analysis skills. Python, with its versatility and powerful libraries, has become a crucial tool for managing these datasets. However, a significant lack of programming training for bioscientists persists in many countries. To address this knowledge gap in Brazil, the Brazilian Python Workshop for Biological Data was introduced several years ago, focusing on fundamental programming concepts and data handling techniques using popular Python libraries. Despite positive feedback from earlier editions, persistent challenges necessitated continuous adaptation to meet the evolving needs of bioscientists. This work describes the advancements implemented in the 2021 and 2022 editions of the workshop and discusses suggestions for its ongoing enhancement. Key innovations were introduced in the workshop's structure and coordination, including new committees and a code of conduct. Feedback forms were updated for real-time adjustments, and the event's reach was expanded to increase geographical diversity. New didactic strategies, such as pair-teaching, code clubs, and the integration of ICTs, were implemented to enhance learning outcomes. Programming best practices and scientific reproducibility were emphasized through talks and hands-on activities guided by PEP8 conventions. Furthermore, scientific dissemination was intensified through an increased social media presence and participation in international events. Finally, we present updated recommendations for students, researchers, and educators interested in organizing similar initiatives.

Brazil↗

PubMed2001

A continuing medical education lecture and workshop, physician behavior, and barriers to change.

BACKGROUND: Continuing medical education (CME) is undertaken with the intention that it will affect the practice of medicine at the level of choices made by individual physicians. Inherent in this effort is the assumption that CME is sufficient to effect a change in physician behavior. METHODS: To further examine the relationship between a CME activity and physician behavior, we conducted a study of behavior and barriers to change associated with a CME lecture and workshop on breast cancer risk assessment and treatment. Using the assessment of learning outcomes model of the International Association of Continuing Education and Training, we developed an instrument for assessing physician behavior and barriers to change. RESULTS: Throughout the United States and Canada, the instrument was administered on-site immediately after a CME activity implemented at 79 hospitals and cancer centers. It was administered again 6 months after the CME activity. There were 1,244 responses collected from 4,537 participants. This study reports the survey findings of 176 physician-paired responses to both the first and second waves of surveys. Some physicians changed their behavior with regard to performing risk assessments on all of their eligible patients. Ninety-two of the 176 physicians indicated that they had changed their practice regarding the use of tamoxifen therapy. Twenty-one physicians indicated that they were already using tamoxifen in their practice setting. Three influential barriers to change were identified: a lack of consensus among colleagues and peers, lack of time for assessment and patient counseling, and lack of reimbursement by the patient's insurance companies. FINDINGS: The CME activity was effective in changing the self-reported behavior of some physicians. Others attended the CME activity to obtain more information or to become more skilled about a procedure they had already implemented. Because of formidable barriers, it is unlikely that a single educational intervention will be sufficient to effect a change in the clinical practices of all physicians who participate in a CME activity.

Behavior↗

PubMed2004

Commitment to change instrument enhances program planning, implementation, and evaluation.

INTRODUCTION: This study investigates the use of a commitment to change (CTC) instrument as an integral approach to continuing medical education (CME) planning, implementation, and evaluation and as a means of facilitating physician behavior change. METHODS: Descriptive statistics and grounded theory methods were employed. Data were collected from 20 consecutive CME programs. Physicians were asked to list up to three things they intended to change in their clinical practice as a result of the program. A copy was sent 3 weeks later as a reminder. Six months later, a summary of peer-intended changes was sent to reinforce intended behavior change. RESULTS: Of 602 participants, 291 (48%) completed CTC forms, resulting in 803 citations. Responses were congruent with the educational objectives and intentions of the program planners. Using the constant comparative method of analysis, a framework was identified for interpreting physician learning strategies. It included change strategies and motivation, learning issues, better doctoring, changes to clinic practice, and diffusion. DISCUSSION: CTC was useful as a multipurpose tool providing planners with meaningful feedback to (1) assess congruence of intended changes in physician behavior with program objectives, (2) document unanticipated learning outcomes, and (3) enable and reinforce intended behavior change.

British Columbia↗

PubMedDate not supplied

Cytochemical parameters of synaptic neurons in rats with different abilities to learn a food-procuring habit.

The characteristics of protein metabolism associated with cognitive activity were studied in neurons of layers III and IV of the sensorimotor cortex of rats, using two groups of Wistar rats. Regardless of the success of learning, information loading was most clearly reflected in the associative neurons of layer III. In rats with poor learning ability, these neurons showed increases in nuclear and cytoplasmic size, along with increases in protein concentration and content. The clearest changes in efferent neurons (layer V) were increases in the area and protein content, occurring only in the cytoplasm. In rats with good learning outcomes, all cytochemical parameters responded to information loading with decreases in layer III and increases in layer V protein contents and concentrations, affecting both the cytoplasm and nucleus. The question of whether the vector of changes in neuronal protein metabolism in response to information loading can be regarded as a measure of the individual features of higher nervous activity is discussed, as is the question of whether the magnitude of these changes is a measure of the complexity of a cognitive task.

Animals↗

PubMed2003

G.A.T.S. and universities: implications for research.

The likely impact of applying the General Agreement on Trade in Services (GATS) to higher education are examined. GATS aims to "open up" services to competition: no preference can be shown to national or government providers. The consequences for teaching are likely to be that private companies, with degree-awarding powers, would be eligible for the same subsidies as public providers. Appealing to the inadequate recently introduced "benchmark" statements as proof of quality, they would provide a "bare bones" service at lower cost. Public subsidies would go: education being reduced to that minimum which could be packaged in terms of verifiable "learning outcomes". The loss of "higher" aspirations, such education of critically-minded citizens of a democratic and civilized society would impoverish the university's research culture which demands honesty and openness to public scrutiny. Most university research is substantially supported by public subsidy. Under GATS discipline, commercial providers of research services could be entitled to similar public subsidies. Publicly funded fundamental research would fade, leaving university research totally dependent for funds upon the good will of industry and commerce. Present problems, such as the suppression of unwelcome results and the use of questionable results to manipulate public opinion, would considerably increase. The public would lose a prime source of trustworthy knowledge, needed in political discourse, legal disputation, consumer protection and in many other contexts.

Capitalism↗

PubMed2004

Effectiveness of an ethics course delivered in traditional and non-traditional formats.

This paper details a three-credit-hour undergraduate ethics course that was delivered using traditional, distance, and compressed formats. OLS 263: Ethical Decisions in Leadership is a 200-level course offered by the Department of Organizational Leadership and Supervision in the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI). Students in engineering, technology, business, nursing, and other majors take the course. In an effort to determine student perceptions of course and instructor effectiveness, end-of-course student survey data were compared using data from traditional, distance, and compressed sections of the course. In addition, learning outcomes from the final course project were evaluated using a standardized assessment rubric and scores on the course project.

Consumer Behavior↗

PubMed1993

Accounting for power: nurse teachers' and students' perceptions of power in their relationship.

In this paper I examine how nurse teachers and students perceive power to operate within their relationship. Interviews and focus group discussions showed that teachers and their students agreed that power operates within three distinct planes: the educational process, interpersonal relationships and learning outcomes. Common perceptions of power distributions within these planes were also demonstrated. A major difference was found to be in the emphasis accorded to power planes. Teachers related more to educational power while students were more concerned with personal power. I suggest how the findings can be applied to resolve seemingly conflicting teacher/student perceptions of power distribution and discuss how students believe they can best be empowered by teachers.

Adult↗

PubMed2007

Competencies as an evaluation tool.

Competency-based resident education focuses on resident performance (learning outcomes) in reaching specific competencies (goals and objectives of the curriculum). The seven competencies that are outlined in the Council on Podiatric Medical Education 320 document are organizing principles for a podiatric residency curriculum. Through the use of the competencies, the resident evaluation can be constructed to best determine the need for resident intervention as well as program improvements.

Clinical Competence↗

PubMedDate not supplied

Speech-language pathologists' training and confidence in serving Spanish-English bilingual children.

UNLABELLED: The purpose of the investigation was to determine the level of training and confidence of speech-language pathologists in serving Spanish-English bilingual children. Surveys were completed by 213 speech-language pathologists working in the public schools. Comparisons were made among responses from non-diverse rural, non-diverse urban, and diverse urban areas. Results revealed that approximately one-third of the sample did not receive training in multicultural/multilingual issues as undergraduates or graduate students. Approximately, one-fifth of the sample could not recall whether or not they had received training in this area. Eighteen to 25% of the respondents in the three groups received information through lectures in one or more courses. A larger percentage of speech-language pathologists from non-diverse urban areas received training on specific topics related to multicultural/multilingual topics and participated in a larger number of continuing education activities than speech-language pathologists from diverse urban and non-diverse rural areas. No differences were found among the three groups with regard to their confidence in serving bilingual children. Although speech-language pathologists had some confidence when assessing bilingual children whose primary language was English, and when working with bilingual parents and interpreters, respondents lacked confidence when assessing bilingual children whose primary language was Spanish and when working with parents who do not speak English. Implications for the profession are discussed. LEARNING OUTCOMES: (1) As a result of this activity, the participant will be able to discuss the training speech-language pathologists have received in the area of multilingual/multicultural children. (2) As a result of this activity, the participant will be able to discuss speech-language pathologists' level of confidence when serving bilingual, Hispanic children. (3) As a result of this activity, the participant will be able to articulate the implications of this study for current training programs and the profession.

Child↗

PubMedDate not supplied

Family pedigrees of children with suspected childhood apraxia of speech.

UNLABELLED: Forty-two children (29 boys and 13 girls), ages 3-10 years, were referred from the caseloads of clinical speech-language pathologists for suspected childhood apraxia of speech (CAS). According to results from tests of speech and oral motor skills, 22 children met criteria for CAS, including a severely limited consonant and vowel repertoire, difficulty sequencing syllables, and inconsistent and unusual errors. Family pedigrees for these children were constructed through parent interviews and direct testing of nuclear family members. Familial aggregation for speech-sound and language disorders was demonstrated with 86% reporting at least one nuclear family member affected. Based on parent report, 13 of the 22 children (59%) had at least one affected parent. However, CAS was evident in only two siblings of probands with CAS and two probands with other speech-sound disorders. Based on testing, overall affection rates of speech-sound/language disorders were higher in families of children with CAS than in families of children with other speech-sound disorders. Mothers of children with CAS demonstrated a higher affection rate than mothers of children with other speech-sound disorders. A sex-related threshold model of transmission was also supported with brothers more often affected than sisters for male probands only. If our inclusionary criteria for CAS are valid, these findings support a general verbal trait deficit hypothesis. LEARNING OUTCOMES: (1) As a result of this activity, the participant will understand potential familial risk factors for CAS; (2) will differentiate aggregation for speech-sound and language disorders in families with CAS from families of children who have other speech-sound disorders; (3) will distinguish how familial aggregation differs in families of boys and girls with CAS; (4) will determine how children with CAS differ in severity from those with other speech-sound disorders.

Apraxias↗