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American Journal of Pharmaceutical... Mar 2020To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define... (Review)
Review
To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define self-directed learning, differentiate it from similar terminology, and discuss the empirical evidence for its development and strategies for its use within higher education. Self-directed learning as a defined teaching pedagogy has been around since the 1960s and can be used in classroom and experiential settings. It is a term that is commonly used to describe a set of skills that college graduates should possess. A self-directed learning environment is dramatically different from a lecture-based classroom where the educator determines the goals, the assessments administered, and pacing of the course content. During the self-directed learning process, the learner sets goals, determines how progress will be assessed, defines the structure and sequence of activities and a timeline, identifies resources, and seeks out feedback. When teaching individuals who are new to this model, care must be taken to appropriately scaffold and structure learning to develop the underlying soft skills needed for students to be successful as self-directed learners. When implementing this pedagogy in a classroom setting, challenges are faced both by the learner and the educator. Faculty members should proactively plan for potential challenges during the course design process.
Topics: Curriculum; Education, Pharmacy; Feedback; Health Educators; Humans; Learning; Models, Educational; Program Development; Self-Directed Learning as Topic; Students; Teaching
PubMed: 32313284
DOI: 10.5688/ajpe847512 -
Journal of Applied Behavior Analysis 2011Recent research has demonstrated the effectiveness of programmed instruction that integrates derived relations to teach college-level academic material. This method has... (Review)
Review
Recent research has demonstrated the effectiveness of programmed instruction that integrates derived relations to teach college-level academic material. This method has been demonstrated to be effective and economical in the teaching of complex mathematics and biology concepts. Although this approach may have potential applications with other domains of college learning, more studies are needed to evaluate important technological variables. Studies that employ programmed instruction are discussed in relation to future directions for research.
Topics: Humans; Learning; Programmed Instructions as Topic; Students; Universities
PubMed: 21709803
DOI: 10.1901/jaba.2011.44-413 -
Archives of Disease in Childhood Apr 1996The ability to acquire skills in self directed learning may be the key link between undergraduate education, postgraduate training, and continuing professional... (Review)
Review
The ability to acquire skills in self directed learning may be the key link between undergraduate education, postgraduate training, and continuing professional development. If future and current practitioners are to adopt an ongoing reflective and critical approach to practice, we should aim to provide learning opportunities that promote self confidence, question asking and reflection, openness and risk taking, uncertainty and surprise. Teaching techniques that encourage these skills are being introduced widely and have been shown to be at least as effective as traditional methods of education while promoting more enjoyment and enthusiasm among both staff and students.
Topics: Education, Medical, Continuing; Educational Measurement; Problem-Based Learning; Programmed Instructions as Topic
PubMed: 8669942
DOI: 10.1136/adc.74.4.357 -
American Journal of Pharmaceutical... May 2016Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported... (Review)
Review
Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.
Topics: Education, Pharmacy; Faculty, Pharmacy; Humans; Pharmacists; Pharmacy Residencies; Professional Role; Teaching
PubMed: 27293226
DOI: 10.5688/ajpe80459 -
American Journal of Pharmaceutical... Jun 2019To review and recommend strategies for utilizing student ratings of instruction (course and instructor) including considerations regarding design, administration, and... (Review)
Review
To review and recommend strategies for utilizing student ratings of instruction (course and instructor) including considerations regarding design, administration, and use and interpretation of results. Improving course delivery and pedagogy using student ratings of instruction requires programs to design evaluation instruments that are aligned with the following good, scholarly teaching criteria: offer 10-20 rating scale questions and at least one written response question, ensure that students understand what the questions are asking, use a standardized form for evaluating all faculty members, allow for additional tailored questions to be added to the form, and employ a four- or five-point rating scale with a "not applicable" option. When administering evaluations, programs should limit the number of faculty members evaluated to those teaching greater than or equal to five clock hours of lecture or schedule evaluations based on academic rank; use an online course evaluation tool; randomly select students to participate; offer the evaluation at the end of the term (and/or midpoint for team taught classes); offer the evaluation during scheduled class time; and allow for voluntary, anonymous student participation. Finally, programs should create an assessment plan that outlines the results' release timeline, a list of who will receive result summaries, and how the results will be used. Programs should also encourage faculty reflection, offer mentoring in results interpretation, coach faculty members to summarize and quantify comments and longitudinally track results using tables, and create an accountability action plan to address deficiencies. In order to better ensure that student ratings of instruction are used to improve teaching, colleges and schools should adopt intentional design, structured administration processes, and transparent reporting of results.
Topics: Education, Pharmacy; Educational Measurement; Faculty; Humans; Program Evaluation; Students, Medical; Teaching
PubMed: 31333266
DOI: 10.5688/ajpe7177 -
Journal of the Medical Library... Oct 2012This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for... (Review)
Review
OBJECTIVE
This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for evidence of coursework and content related to library instruction. Special emphasis is placed on the schools and programs that also offer coursework in medical or health sciences librarianship.
METHODS
Fifty-eight school and program websites were reviewed. Course titles and course descriptions for seventy-three separate classes were analyzed. Twenty-three syllabi were examined.
RESULTS
All North American library education programs offer at least one course in the general area of library instruction; some programs offer multiple courses. No courses on instruction, however, are focused directly on the specialized area of health sciences librarianship.
CONCLUSIONS
Master's degree students can take appropriate classes on library instruction, but the medical library profession needs to offer continuing education opportunities for practitioners who want to have specific instruction for the specialized world of the health sciences.
Topics: Cooperative Behavior; Curriculum; Humans; Information Storage and Retrieval; Librarians; Libraries, Medical; Library Science; Problem-Based Learning; Professional Role; Schools, Medical; Teaching; United States
PubMed: 23133323
DOI: 10.3163/1536-5050.100.4.005 -
Medical Education Online 2016Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature.... (Review)
Review
BACKGROUND
Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design.
METHODS
A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification.
RESULTS
The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'.
CONCLUSIONS
We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.
Topics: Education, Medical; Humans; Mentors; Peer Group; Students, Medical; Teaching; Terminology as Topic
PubMed: 27415590
DOI: 10.3402/meo.v21.30974 -
JMIR MHealth and UHealth Jan 2019Safe driving training for adolescents aims to prevent injury and promote their well-being. In that regard, information and communication technologies have been used to... (Review)
Review
BACKGROUND
Safe driving training for adolescents aims to prevent injury and promote their well-being. In that regard, information and communication technologies have been used to understand adolescent driving behavior and develop interventions.
OBJECTIVE
The purpose of this review is to explore and discuss existing approaches to technology-based driving interventions, driving assessments, and solutions in the literature.
METHODS
We searched the Web of Science and PubMed databases following a review protocol to collect relevant peer-reviewed journal articles. Inclusion criteria were (1) being published in the English language, (2) being published in a peer-reviewed journal, (3) testing the driving behavior of teens with technology-based intervention methods, and (4) being published between January 2000 and March 2018. We appraised the articles by reading their abstracts to select studies matching the inclusion criteria and reading the full text of articles for final refinement.
RESULTS
Initial keyword searches on technology-based solutions resulted in 828 publications that we refined further by title screening (n=131) and abstract evaluation against inclusion criteria (n=29). Finally, we selected 16 articles that met the inclusion criteria and examined them regarding the use of technology-based interventions, assessments, and solutions. Use of built-in tracking devices and installation of black box devices were widely used methods for capturing driving events. Smartphones were increasingly adapted for data collection, and use of gamification for intervention design was an emerging concept. Visual and audio feedback also were used for intervention.
CONCLUSIONS
Our findings suggest that social influence is effective in technology-based interventions; parental involvement for promoting safe driving behavior is highly effective. However, the use of smartphones and gamification needs more study regarding their implementation and sustainability. Further developments in technology for predicting teen behavior and programs for behavioral change are needed.
Topics: Adolescent; Adolescent Behavior; Automobile Driving; Female; Humans; Male; Program Evaluation; Smartphone; Teaching; United States
PubMed: 30679149
DOI: 10.2196/11942 -
CBE Life Sciences Education Mar 2022The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and...
The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching.
Topics: Engineering; Faculty; Humans; Mathematics; Models, Educational; Students; Teaching
PubMed: 34978921
DOI: 10.1187/cbe.21-03-0057 -
BMC Medical Education Sep 2015This paper is an up-to-date systematic review on educational interventions addressing history taking. The authors noted that despite the plethora of specialized training... (Review)
Review
BACKGROUND
This paper is an up-to-date systematic review on educational interventions addressing history taking. The authors noted that despite the plethora of specialized training programs designed to enhance students' interviewing skills there had not been a review of the literature to assess the quality of each published method of teaching history taking in undergraduate medical education based on the evidence of the program's efficacy.
METHODS
The databases PubMed, PsycINFO, Google Scholar, opengrey, opendoar and SSRN were searched using key words related to medical education and history taking. Articles that described an educational intervention to improve medical students' history-taking skills were selected and reviewed. Included studies had to evaluate learning progress. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI).
RESULTS
Seventy-eight full-text articles were identified and reviewed; of these, 23 studies met the final inclusion criteria. Three studies applied an instructional approach using scripts, lectures, demonstrations and an online course. Seventeen studies applied a more experiential approach by implementing small group workshops including role-play, interviews with patients and feedback. Three studies applied a creative approach. Two of these studies made use of improvisational theatre and one introduced a simulation using Lego® building blocks. Twenty-two studies reported an improvement in students' history taking skills. Mean MERSQI score was 10.4 (range 6.5 to 14; SD = 2.65).
CONCLUSIONS
These findings suggest that several different educational interventions are effective in teaching history taking skills to medical students. Small group workshops including role-play and interviews with real patients, followed by feedback and discussion, are widespread and best investigated. Feedback using videotape review was also reported as particularly instructive. Students in the early preclinical state might profit from approaches helping them to focus on interview skills and not being distracted by thinking about differential diagnoses or clinical management. The heterogeneity of outcome data and the varied ways of assessment strongly suggest the need for further research as many studies did not meet basic methodological criteria. Randomized controlled trials using external assessment methods, standardized measurement tools and reporting long-term data are recommended to evaluate the efficacy of courses on history taking.
Topics: Education, Medical; Humans; Medical History Taking; Students, Medical; Teaching
PubMed: 26415941
DOI: 10.1186/s12909-015-0443-x