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Journal of the American College of... May 2016The American College of Cardiology Emerging Faculty program was developed in 2005 to promote a systematic approach to "educate the educators" through training and... (Review)
Review
The American College of Cardiology Emerging Faculty program was developed in 2005 to promote a systematic approach to "educate the educators" through training and mentorship. A primary focus of the program is the biennial Teaching Skills Workshop, which has had 130 participants since its inception and is focused on the concepts of effective adult learning, curriculum design, and optimization of presentation skills. A survey of participants (80 respondents of 130 total participants) found that the majority stated that participation in the program had a large impact on their ability to apply instructional design principles (49%) and present in face-to-face settings (47%), and it had a moderately large to large positive impact on their personal careers. Thus, the Emerging Faculty program combines several elements of the College's strategic plan in a single program that provides member value to early career professionals and sustained benefit for the cardiovascular community and patients.
Topics: Curriculum; Faculty, Medical; Female; Humans; Male; Mentors; Societies, Medical; Surveys and Questionnaires; Teaching; United States
PubMed: 27151350
DOI: 10.1016/j.jacc.2016.02.052 -
Quality & Safety in Health Care Dec 2006Education and training are important elements in patient safety, both as a potential contributing factor to risks and hazards of healthcare associated injury or harm and... (Review)
Review
Education and training are important elements in patient safety, both as a potential contributing factor to risks and hazards of healthcare associated injury or harm and as an intervention to be used in eliminating or preventing such harm. All too often we have relied on training as the only interventions for patient safety without examining other alternatives or realizing that, in some cases, the training systems themselves are part of the problem. One way to ensure safety by design is to apply established design principles to education and training. Instructional systems design (ISD) is a systematic method of development of education and training programs for improved learner performance. The ISD process involves five integrated steps: analysis, development, design, implementation, and evaluation (ADDIE). The application of ISD using the ADDIE approach can eliminate or prevent education and training from being a contributing factor of health associated injury or harm, and can also be effective in preventing injury or harm.
Topics: Clinical Competence; Curriculum; Education, Medical; Humans; Medical Errors; Quality Assurance, Health Care; Safety Management; Systems Analysis; Teaching; United States
PubMed: 17142604
DOI: 10.1136/qshc.2005.015917 -
American Journal of Pharmaceutical... Dec 2011The most common types of assessment of human patient simulation are satisfaction and/or confidence surveys or tests of knowledge acquisition. There is an urgent need to... (Review)
Review
The most common types of assessment of human patient simulation are satisfaction and/or confidence surveys or tests of knowledge acquisition. There is an urgent need to develop valid, reliable assessment instruments related to simulation-based learning. Assessment practices for simulation-based activities in the pharmacy curricula are highlighted, with a focus on human patient simulation. Examples of simulation-based assessment activities are reviewed according to type of assessment or domain being assessed. Assessment strategies are suggested for faculty members and programs that use simulation-based learning.
Topics: Clinical Competence; Computer Simulation; Curriculum; Education, Pharmacy; Educational Measurement; Humans; Learning; Patient Simulation; Program Development; Program Evaluation; Students, Pharmacy; Teaching
PubMed: 22345727
DOI: 10.5688/ajpe7510208 -
Journal of General Internal Medicine May 2003Fifteen educational innovations in academic medicine are described in relation to 5 environmental trends. The first trend, demands for increased clinical productivity,... (Review)
Review
Fifteen educational innovations in academic medicine are described in relation to 5 environmental trends. The first trend, demands for increased clinical productivity, has diminished the learning environment, necessitating new organizational structures to support teaching, such as academies of medical educators, mission-based management, and faculty development. The second trend is multidisciplinary approaches to science and education. This is stimulating the growth of multidisciplinary curricular design and oversight along with integrated curricular structures. Third, the science of learning advocates the use of case-based, active learning methods; learning communities such as societies and colleges; and instructional technology. Fourth, shifting views of health and disease are encouraging the addition of new content in the curriculum. In response, theme committees are weaving content across the curriculum, new courses are being inserted into curricula, and community-based education is providing learning experiences outside of academic medical centers. Fifth, calls for accountability are leading to new forms of performance assessment using objective structured clinical exams, clinical examination exercises, simulators, and comprehensive assessment programs. These innovations are transforming medical education.
Topics: Academic Medical Centers; Curriculum; Education, Medical; Models, Educational; Teaching
PubMed: 12795736
DOI: 10.1046/j.1525-1497.2003.21049.x -
Advances in Physiology Education Jun 2005
Topics: Education, Medical, Undergraduate; Humans; Learning; Programmed Instructions as Topic; Teaching
PubMed: 15905163
DOI: 10.1152/advan.00008.2005 -
Journal of Nuclear Medicine Technology Jun 2018This article describes a workshop offered annually by the radiation and imaging programs at Bellevue College, Bellevue, WA. The workshop provides an educator perspective... (Review)
Review
This article describes a workshop offered annually by the radiation and imaging programs at Bellevue College, Bellevue, WA. The workshop provides an educator perspective to those who teach students in the college's clinical internships. An outline of the workshop is given in this article, as are the reasons for its ongoing success.
Topics: Education, Medical; Humans; Learning; Professional Competence; Teaching
PubMed: 29599402
DOI: 10.2967/jnmt.118.209213 -
Behavioural Processes Jul 2018A few noteworthy exceptions notwithstanding, quantitative analyses of relational learning are most often simple descriptive measures of study outcomes. For example,... (Review)
Review
A few noteworthy exceptions notwithstanding, quantitative analyses of relational learning are most often simple descriptive measures of study outcomes. For example, studies of stimulus equivalence have made much progress using measures such as percentage consistent with equivalence relations, discrimination ratio, and response latency. Although procedures may have ad hoc variations, they remain fairly similar across studies. Comparison studies of training variables that lead to different outcomes are few. Yet to be developed are tools designed specifically for dynamic and/or parametric analyses of relational learning processes. This paper will focus on recent studies to develop (1) quality computer-based programmed instruction for supporting relational learning in children with autism spectrum disorders and intellectual disabilities and (2) formal algorithms that permit ongoing, dynamic assessment of learner performance and procedure changes to optimize instructional efficacy and efficiency. Because these algorithms have a strong basis in evidence and in theories of stimulus control, they may have utility also for basic and translational research. We present an overview of the research program, details of algorithm features, and summary results that illustrate their possible benefits. It also presents arguments that such algorithm development may encourage parametric research, help in integrating new research findings, and support in-depth quantitative analyses of stimulus control processes in relational learning. Such algorithms may also serve to model control of basic behavioral processes that is important to the design of effective programmed instruction for human learners with and without functional disabilities.
Topics: Algorithms; Autism Spectrum Disorder; Child; Computer-Assisted Instruction; Educational Technology; Humans; Learning; Task Performance and Analysis
PubMed: 29544867
DOI: 10.1016/j.beproc.2018.03.001 -
[Innovative Instructional Reform and Practice of -A Course in Undergraduate Stomatology Curriculum].Sichuan Da Xue Xue Bao. Yi Xue Ban =... Nov 2021is a vital component of the basic science of stomatology and an important compulsory course for undergraduate students of stomatology, focusing on the oral microbiology... (Review)
Review
is a vital component of the basic science of stomatology and an important compulsory course for undergraduate students of stomatology, focusing on the oral microbiology and microecology, the pathogenesis of oral infectious diseases, and the relationship between oral microbes and human health. Our faculty team have made reforms of the theory and laboratory teaching of the course . We have introduced in the classroom the concept of the full involvement of everyone, the through-course approach and all-round education-and offered inquiry-based instruction through a combination of extracting the core information from every chapter, using the core information as the foundation, integrating the core information with clinical problems, and using experiment operation to foster in the students an attitude of solving clinical problems through research. These teaching innovations improved the undergraduate students'motivation to learn. We evaluated the teaching effect with questionnaire surveys. The results suggested that the students showed high interest in learning and were satisfied with our teaching innovations. In addition, student performance evaluation for the course showed significant improvement, indicating that the instructional reform program of was conducive to students'understanding and mastery of the course content, improved student motivation to learn and their grades, and received positive reviews from the students. We report herein, from three aspects, the course innovations and the experiences gained. We discussed the significance of integrating ideological and political theories teaching in all courses and using innovative teaching materials and teaching models and, highlighted their importance in the education of stomatology students, and proposed suggestions to further improve the course design of .
Topics: Curriculum; Humans; Learning; Oral Medicine; Students; Teaching
PubMed: 34841758
DOI: 10.12182/20211160303 -
Rationale and resources for teaching the mathematical modeling of athletic training and performance.Advances in Physiology Education Jun 2013A number of professions rely on exercise prescription to improve health or athletic performance, including coaching, fitness/personal training, rehabilitation, and... (Review)
Review
A number of professions rely on exercise prescription to improve health or athletic performance, including coaching, fitness/personal training, rehabilitation, and exercise physiology. It is therefore advisable that the professionals involved learn the various tools available for designing effective training programs. Mathematical modeling of athletic training and performance, which we henceforth call "performance modeling," is one such tool. Two models, the critical power (CP) model and the Banister impulse-response (IR) model, offer complementary information. The CP model describes the relationship between work rates and the durations for which an individual can sustain them during constant-work-rate or intermittent exercise. The IR model describes the dynamics by which an individual's performance capacity changes over time as a function of training. Both models elegantly abstract the underlying physiology, and both can accurately fit performance data, such that educating exercise practitioners in the science of performance modeling offers both pedagogical and practical benefits. In addition, performance modeling offers an avenue for introducing mathematical modeling skills to exercise physiology researchers. A principal limitation to the adoption of performance modeling is a lack of education. The goal of this report is therefore to encourage educators of exercise physiology practitioners and researchers to incorporate the science of performance modeling in their curricula and to serve as a resource to support this effort. The resources include a comprehensive review of the concepts associated with the development and use of the models, software to enable hands-on computer exercises, and strategies for teaching the models to different audiences.
Topics: Adaptation, Physiological; Athletic Performance; Computer-Assisted Instruction; Curriculum; Exercise; Exercise Therapy; Exercise Tolerance; Humans; Models, Biological; Physiology; Software; Teaching; Time Factors
PubMed: 23728131
DOI: 10.1152/advan.00078.2011 -
Family Medicine Jan 2016Family medicine clinicians and residents have increasing educational and work demands that have made it difficult to provide and access training on specific procedures... (Comparative Study)
Comparative Study Randomized Controlled Trial
BACKGROUND AND OBJECTIVES
Family medicine clinicians and residents have increasing educational and work demands that have made it difficult to provide and access training on specific procedures such as IUD insertion. The purpose of this study was to determine whether the use of video-module instruction could provide residents with the necessary knowledge and skills to perform an IUD insertion correctly when compared with the traditional form of instruction, which is a lecture-demonstration session provided by an academic gynecologist.
METHODS
Thirty-nine family medicine residents participated in the study during the induction period at the beginning of their residency program in July 2012 at the University of Calgary. A randomized, two group pretest/posttest experimental research design was used to compare the procedural knowledge and skills performance (posttest only) of residents trained using an alternative instructional intervention (video-module teaching) with the traditional lecture-demonstration approach to teaching IUD insertion.
RESULTS
Both teaching methods were effective in providing procedural knowledge instruction, and the paired-samples t tests results were almost identical: t (37)=1.35. On the other hand, performance scores were significantly higher in the video-module group: t (37)=2.37, 95% CI (0.61, 8.00), with a mean difference in performance of 4.31. There were no significant differences in residents' satisfaction scores, and there was no correlation between the different scores and sex or age or between performance and level of satisfaction.
CONCLUSIONS
This video-module instruction is an effective method to provide comprehensive IUD insertion training, and the psychomotor skills gain (performance component) was significantly higher than the traditional method of instruction.
Topics: Adult; Audiovisual Aids; Canada; Clinical Competence; Computer-Assisted Instruction; Education, Medical, Graduate; Educational Measurement; Family Practice; Female; Humans; Internship and Residency; Intrauterine Devices; Male
PubMed: 26950661
DOI: No ID Found