Journal articles on the topic 'Medicine Study and teaching (Continuing education) Victoria'
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Spaull, Andrew. "Deprofessionalisation of State School Teaching: A Victorian Industrial Relations Saga." Australian Journal of Education 41, no. 3 (November 1997): 289–303. http://dx.doi.org/10.1177/000494419704100307.
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DEPROFESSIONALISATION of school teaching has occurred through a number of managerial interventions. This study focuses on the erosion of teachers' rights and conditions of employment through the attempted deregulation of the state education industry in Victoria. This process, closely identified with radical labour market reforms, has been fiercely contested by Victorian state school teachers and their unions, especially over procedural rule making in industrial relations. This type of rule making relates to the processes of regulation and the jurisdictions made available to employers and unions by governments, the courts and the industrial tribunals. The recent struggles over procedural rule making, it is argued, have governed the pace and trajectory of the deprofessionalisation of state school teaching. It remains a continuing contest.
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Boswell, Elaine J., Rodney A. Lorenz, James W. Pichert, David G. Schlundt, and Marie L. Ivylynn Penha. "Evaluation of a home study continuing education program on patient teaching skills." Journal of Continuing Education in the Health Professions 14, no. 3 (1994): 155–65. http://dx.doi.org/10.1002/chp.4750140304.
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Plastinina, Nina A., Svetlana Yu Bogdanova, and Irina V. Dimova. "Edutech in continuing education." Bulletin of Nizhnevartovsk State University 59, no. 3 (September 15, 2022): 111–21. http://dx.doi.org/10.36906/2311-4444/22-3/10.
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With the increase in implanting the information and computing technologies (ICT) into learning and continuing education during the last two decades and shifting to distant educational technologies (DET), it has become obvious that there is a vital need for school and university teachers to upgrade and develop their e-learning and e-teaching skills consistently. Since integrating technology into classroom, online or offline, has already become both a global tendency and a crucial change in the quality, form and methodology of education, there appeared an urgent importance for appropriate digital continuing education for school and university teachers to boost their readiness, preparedness and ability to adapt to the changing conditions of the educational environment. This is a niche opportunity for the local Universities to fill in. The study examines the plethora of conditions, assumptions and risks affecting the quality of educational content for an effective online continuing education course. The article details the stages and principles of designing an e-learning online course for continuing education. Using information visualization and feedback tools as examples the authors propose practical recommendations for content development and risk management. The authors imply that to create a quality online continuing education course, the developing team should take into consideration the characteristic differences of online education as compared to traditional methods. Active learning, time management, progress monitoring and communication are also brought to focus. The proposed framework, educational content development and additional strategies suggested have implications to teachers and educators involved in e-courses development, as well as to a wide range of users.
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Quijano-Caicedo, Jesús Enrique, Sandra Patricia Rojas-Berrio, and Óscar Javier Robayo-Pinzón. "Service quality for continuing higher education in online learning environments." Entramado 14, no. 2 (June 30, 2018): 22–34. http://dx.doi.org/10.18041/1900-3803/entramado.2.4730.
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This paper aims to identify the factors that influence the perceived quality of service for continuing higher education in online learning environments. To that end, a quantitative descriptive study, which was applied to 4,735 students in continuing higher education courses, who were given a self-administered scale online. The instrument was constructed considering the following factors: teaching skills, teachers’ attitudes and behavior, administrative and support team, the navigation platform, curricula, and the organization of courses for continuing education. The results show that the scale of perceived service quality for continuing virtual education from the students’ perspective is a two-dimensional construct. The first factor includes administrative support, content, educational aspects, and the interface, which constitute virtual education facilitators. The second factor involves the teaching skills necessary to guide a online learning course. The findings contribute to decisions in the management and development of continuing online learning, whose growing demand warrants a review of ways to satisfy users, allowing the modality to be viewed with a more positive perception.
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Merriam, Sarah B., Brielle Spataro, Megan E. Hamm, Melissa A. McNeil, and Deborah J. DiNardo. "Video Observation With Guided Reflection: A Method for Continuing Teaching Education." Journal of Graduate Medical Education 10, no. 4 (August 1, 2018): 416–22. http://dx.doi.org/10.4300/jgme-d-17-00692.1.
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ABSTRACT Background Best practices for faculty development programs include longitudinal, practice-based formats incorporating experiential learning with opportunities for reflection and community building. Peer coaching for faculty development provides personalized, learner-centered, work-based learning. Implementation of traditional 1-on-1 peer coaching programs is challenging due to time, logistics, and methodological barriers. Objective We sought to improve observation and reflection skills and to expand personal teaching practices of clinician educators. Methods In 2016, we developed and evaluated an innovative “1-to-many” peer-coaching model utilizing large group review of video-recorded teaching encounters. Forty-three clinician-educator faculty in general internal medicine at the University of Pittsburgh attended at least 1 of 6 sessions between February and August 2016. Sessions were moderated by a master facilitator who guided direct observation of, and reflection on, observed teaching and highlighted efficacious teaching methods. The study evaluated the acceptability and efficacy of this novel faculty development program qualitatively, with semistructured, postcurriculum telephone interviews with 20 participating faculty. Results All respondents stated that they would continue to attend faculty development sessions and would recommend them to others. The most frequently cited advantages included exposure to new teaching strategies, direct feedback, safe environment, community of practice, and growth mind-set, yet barriers emerged, such as discomfort reviewing video, difficulty giving feedback across hierarchy, and initial skepticism. None described the curriculum as critical or unsafe. Most reported increased self-reflection and adoption of new teaching behaviors. Conclusions This peer-coaching, video-based faculty development program was well received, feasible, and effective in changing self-reported teaching attitudes and practices.
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Walther, Leif Erik, Alexander Blödow, Stefan Volkenstein, Stefan Dazert, and Jan Löhler. "Webinar-based continuing medical education in otorhinolaryngology during the COVID-19 pandemic in Germany: a longitudinal study." BMJ Open 11, no. 12 (December 2021): e049687. http://dx.doi.org/10.1136/bmjopen-2021-049687.
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ObjectiveReliance on webinars for continuing medical education (CME) has increased since the onset of the COVID-19 pandemic. Here, we aimed to evaluate the teaching methods used in these webinars.DesignRetrospective, longitudinal study.Setting20 CME-approved webinars, conducted March–December 2020 in Germany, and lasting 2.25 hours each.ParticipantsOtorhinolaryngologists pursuing CME credits.InterventionsPostwebinar participant assessments of the speaker, effects on practical work, desired scientific content, technical quality, interactions, attention and future training behaviour.ResultsOn average, 780 participants joined each webinar. The mean survey response rate was 35% (n=282). When asked how well the speaker had mastered the content, 38% responded ‘very well’, 44% responded ‘well’, 14% indicated ‘satisfactory’ and 4% chose ‘sufficient’. The frequency of webinars was considered appropriate by 92%, too high by 4% and too low by 4% of participants. The measured attention of the participants was 90%. After the COVID-19 pandemic lockdown, 68% of participants preferred online teaching. The average costs per participant were €3.50 (about $4.25 or £3.15) per webinar.ConclusionsAlthough the pandemic context likely influenced the results, we conclude that periodic ear, nose and throat webinar training during COVID-19 in 2020 was an effective alternative delivery method. We found high attention rates, high levels of participant satisfaction and low costs. Evaluations and re-evaluations will be necessary to adapt teaching concepts successfully and ensure high levels of teaching and learning efficiency.
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Sass, Nelson, Maria Regina Torloni, Bernardo Garcia de Oliveira Soares, and Álvaro Nagib Atallah. "Continuing medical education in Brazil: what about obstetricians and gynecologists?" Sao Paulo Medical Journal 123, no. 1 (January 2005): 5–10. http://dx.doi.org/10.1590/s1516-31802005000100002.
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CONTEXT: In Brazil, obstetricians and gynecologists are not required to submit to periodical evaluations to ascertain their professional competence in dealing with new concepts and therapies. OBJECTIVES: To evaluate the performance of a group of obstetricians and gynecologists on a written evidence-based obstetrics test and determine their opinions and use of systematic reviews. TYPE OF STUDY: Prospective cohort. SETTING: Brazilian Obstetrics and Gynecology Congress 2001. METHODS: 230 doctors agreed to participate in the study during a national obstetrics and gynecology congress. Participants took an individual anonymous written multiple-choice test with seven questions on clinical obstetrics, one question on the interpretation of a meta-analysis graph and two questions on their opinions and actual use of systematic reviews. Scores were analyzed and compared after grouping the participants according to year of graduation, residence training, doctoral program and faculty status. RESULTS: The general average score was 49.2 ± 17.4. The scores tended to decline as the years since graduation advanced. Doctors who graduated in the last five years had higher scores than those who graduated over 25 years ago (52.2 versus 42.9). The performance did not vary according to medical residence, postgraduate program or teaching status. While 98.2% considered systematic reviews relevant, only 54.9% said that they routinely used this source of information. DISCUSSION: The participants' average score was low, even though they were highly qualified and trained. Despite the limitations of the study, the results are worrisome. If motivated physicians participating in a national congress obtained such low scores, we can speculate that the results might be even worse among other doctors that do not attend these events. CONCLUSIONS: These findings suggest that Brazilian obstetricians and gynecologists could benefit from continuing medical education and raise questions about the recycling methods currently available.
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Angell, Katherine, Alan Hertz, and John Woolf. "Responding to COVID-19: Professors Reflect." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 2 (August 31, 2022): 1–10. http://dx.doi.org/10.36366/frontiers.v34i2.635.
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In this article, three professors teaching a liberal arts curriculum reflect on the sudden move to virtual teaching during COVID-19. This initially disrupted the location-specific nature of their courses, taught in London to international students from around the world, but in the pedagogical disorientation came a new orientation. By offering personal reflections, the authors outline their errors and successes in continuing location-based education virtually. They argue that many of the adopted strategies enriched their teaching and are transferable to other forms of location-based education, such as study abroad. The innovations that were forced under COVID-19 will, they suggest, become permanent features within educational institutions and study abroad.
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Souza, Cleusa Francisca de. "Reflections on Teacher Training: Challenges and Possibilities." International Journal of Advanced Engineering Research and Science 9, no. 12 (2022): 504–15. http://dx.doi.org/10.22161/ijaers.912.56.
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This study aims to understand the contribution of the discipline: Education, Teacher Training and Educational Practices in the initial and continuing education of teachers. The study in question summarizes the record of mandatory and complementary readings, seminars and discussions held in the classes. The process of constructing teachers' knowledge has in the initial training its basis of support and in the continuous formation its consolidation, constituting the classroom not only as a teaching space, but also of learning on the part of the teacher, that is, a rich space for the development of both formative and investigative practices. The systematic review of scientific production, articles of mandatory and complementary readings, indicates that these emerge from the concern with initial and continuing education, as well as with the professional development of teachers and educational policies.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Rotomskis, Ričardas, Violeta Karenauskaitė, and Aistė Balžekienė. "Biomedical physics in continuing medical education: an analysis of learning needs." Medicina 45, no. 11 (November 11, 2009): 918. http://dx.doi.org/10.3390/medicina45110118.
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Objective. To examine the learning and practice needs of medical professionals in the field of continuing education of biomedical physics in Lithuania. Material and methods. The study was based on a questionnaire survey of 309 medical professionals throughout Lithuania, 3 focus group discussions, and 18 interviews with medical and physics experts. Results. The study showed that medical professionals lack knowledge of physics: only 15.1% of the respondents admitted that they had enough knowledge in biomedical physics to understand the functioning of the medical devices that they used, and 7.5% of respondents indicated that they had enough knowledge to understand and adopt medical devices of the new generation. Physics knowledge was valued more highly by medical professionals with scientific degrees. As regards continuing medical education, it was revealed that personal motivation (88.7%) and responsibility for patients (44.3%) were the most important motives for upgrading competencies, whereas workload (65.4%) and financial limits (45.3%) were the main obstacles. The most popular teaching methods were those based on practical work (78.9%), and the least popular was project work (27.8%). Conclusions. The study revealed that biomedical physics knowledge was needed in both specializations and practical work, and the most important factor for determining its need was professional aspirations. Medical professionals’ understanding of medical devices, especially those of the new generation, is essentially functional in nature. Professional upgrading courses contain only fragmented biomedical physics content, and new courses should be developed jointly by experts in physics and medicine to meet the specialized needs of medical professionals.
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Oliver, Bernard. "Teacher and School Characteristics: Their Relationship to the Inservice Needs of Teachers." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 38–45. http://dx.doi.org/10.1123/jtpe.7.1.38.
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Once teachers enter the world of teaching, their opportunities to find continuing education become diffuse and often problematic. Despite the significance placed on continuing education by school districts, inservice and staff development activities are largely understudied in the research community. Accordingly, the purpose of this study was to investigate teachers’ inservice preferences and the relationship of these preferences to selected teacher and school characteristics. A 25-item questionnaire was administered to 85 secondary physical education teachers to assess their preferences for inservice education activities. Multiple regression and factor analysis revealed that selected teacher and school characteristics accounted for significant proportions of the variance as measured by the Inservice Needs Inventory.
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Khasawneh, Mohamad Ahmad Saleem. "Problems of Teaching Phonological Awareness to Learning Disabilities Students." GIST – Education and Learning Research Journal 23 (December 17, 2021): 135–49. http://dx.doi.org/10.26817/16925777.961.
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This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.
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Burke, Olivene, Vanessa Ellis, and Tenneisha Nelson*. "Access to Education in Rural and Urban Primary (K-6) Schools in Jamaica during COVID-19." European Journal of Educational Management 5, no. 2 (December 15, 2022): 143–55. http://dx.doi.org/10.12973/eujem.5.2.143.
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<p style="text-align: justify;">The COVID-19 pandemic imposed a paradigm shift on education delivery worldwide. In response to the pandemic, the government of Jamaica mobilised strategies to ensure that the nation was protected while continuing the education of the nation's children. One of the strategies was to implement remote teaching and learning. Online teaching and learning created challenges, especially for students from rural and marginalised communities. This research explored the experiences of accessing education in Jamaica's rural and urban primary (K-6) schools during the pandemic. Researchers aimed to answer the questions: To what extent has COVID-19 impacted access to continued education in your school? (b) How has the state's intervention facilitated continued education during COVID-19? (c) To what extent do the qualitative findings converge with the quantitative results? Mixed-method research was employed for data collection and analysis. Purposeful sampling was used to select principals, teachers, and parents for this study. The findings of the study provided insights into how COVID-19 affected students' access and, the effectiveness of the government's response to continuing education online. Participants' contributions informed recommendations to the government on students' access to education during the onset of the pandemic in 2020, for the periods March to July and September to December.</p>
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Bandiera, Glen W., and Laurie Morrison. "Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”." CJEM 7, no. 01 (January 2005): 36–41. http://dx.doi.org/10.1017/s1481803500012914.
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ABSTRACT Background: Little is known about factors affecting emergency physician attendance at formal academic teaching sessions or what emergency physicians believe to be the benefits derived from attending these activities. Objectives: To determine what factors influence emergency medicine faculty attendance at formal academic rounds, what benefits they derive from attendance, and what differences in perceptions there are between full-time clinical and part-time clinical academic faculty. Methods: A survey was sent to all emergency physicians with academic appointments at one institution. Responses were tabulated dichotomously (yes/no) for checklist answers and analyzed using a 2-person grounded theory approach for open answers based on an a priori analysis plan. Differences between full-time and part-time faculty were compared using the chi-squared test for significance. Results: Response rate was 73.8% (48/65). Significant impediments to attendance included clinical responsibilities (75%), professional responsibilities (52.1%), personal responsibilities (33.3%), location (31.2%) and time (27.1%). Perceived benefits of attending rounds were: continuing medical education, social interaction, teaching opportunities, interaction with residents, comparing one's practice with peers, improving teaching techniques, and enjoyment of the format. There were no statistically significant differences between groups' responses. Conclusions: Emergency physicians in our study attend formal teaching sessions infrequently, suggesting that the perceived benefits do not outweigh impediments to attendance. The single main impediment, competing responsibilities, is difficult to modify for emergency physicians. Strategies to increase faculty attendance should focus on enhancing the main perceived benefits: continuing medical education, social interaction and educational development. Faculty learn from themselves and from residents during formal teaching sessions.
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Souza Júnior, Antônio Fernandes de, Márcio Romeu Ribas de Oliveira, and Allyson Carvalho de Araújo. "The debate of digital technology in the continuing Physical Education teacher education: uses and concepts for teaching and learning." Retos 46 (August 19, 2022): 694–704. http://dx.doi.org/10.47197/retos.v46.94484.
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Teacher education programs have recently incorporated digital technologies into their curricula. However, this does not seem to be sufficient, given all the current education challenges. This lack leads teachers to fill the gaps in other ways, for example, through personal effort, specialization courses, and permanent education. This study aimed to describe and analyze the professional education experience of Physical Education teachers with digital technology concerning the uses and concepts of technology. We used action research as a method by systematically observing continuing education meetings held in 2016, where we problematized concepts such as communication, mediation, narrative, and gamification. We used questionnaires, evaluation documents, and participant observation for data collection, with records in a field notebook to generate information. We identified some intrinsic and extrinsic factors in the mobilization of these teachers with the incorporation of digital technology. Three intrinsic trends appear as the main factors: 1) the concept of teaching, 2) a belief in digital technology as a possibility to relate to Physical Education, and 3) the pedagogical time for planning.
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Lopina, Nataliia, and Larysa Zhuravlyova. "Practically-oriented case-teaching methods in continuing medical education based on information web technologies." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 67–73. http://dx.doi.org/10.28925/1609-8595.2018.3-4.6773.
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Currently the most important direction in the sphere of higher medical education is the necessity to significantly strengthen the practical aspect of training future physicians, as well as quality postgraduate training while maintaining an appropriate level of theoretical knowledge. The classical system of higher clinical medical education is not able to fully solve the problem of practical training of physicians. The article describes practical-oriented case-method for study of internal medicine with the electronic database of clinical cases, trainers, thematic web quests in the educational process of clinical departments of higher medical institutions and discussed the necessary to establish a university database of clinical cases that can significantly improve the quality of education as undergraduate, as well as postgraduate stages. The article presents the main components of a case study method based on own experience of information web technologies implementation to the educational process: presentations of clinical cases - detailed presentation of a clinical case with visualization results of the examination, review of clinical guidelines important for presented in case pathology, discussing the peculiarities of the clinical case, treatment outcomes, discussion, outstanding issues, prospects of research, etc.; Video lectures of clinical cases with presentations; Practical training simulators - a combination of theoretical material on a specific topic with a large number of clinical situational tasks for it’s mastering; the simulators of clinical cases - a combination of a specific clinical case with logically related test tasks on the topic of the concrete clinical situation; medical educational web-quests are a combination of several topics in the medical discipline due one problem task with the elements of the detective-style information game, with the construction of a branching scenario and a combination of theoretical material on several topics, with the improvement of practical skills and test simulators. The article discussed the advantages and ethical aspects of implementing an electronic database of clinical cases for all participants in the educational process.
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Nikitina, Elena Yu, Larisa Yu Ovsyanitskaya, Natalia V. Butenko, Marina V. Zhukova, and Lidiya P. Rulevskaya. "On the experience of health professionals’ information competence formation in the framework of continuing professional education." Revista Tempos e Espaços em Educação 14, no. 33 (August 29, 2021): e16323. http://dx.doi.org/10.20952/revtee.v14i33.16323.
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Immediacy of such a problem as health professionals’ information competence formation is due to the necessity of continuing improvement of pedagogical approaches, methods and technologies of educating medical staff how to use information technologies in their professional activity to provide for their correspondence to the stable and outrunning level of society development in the process of education and healthcare digital transformation. The article aims at the formation of methodological approaches to the pedagogical process studying the use of information technologies in the framework of post-graduate continuing education of health professionals taking into account their professional requirements and work specifics. The leading method of the problem study is the method of involved observation that enabled to make authentic comparison and analyze inquiries of 349 professionals attending the courses of continuing education. The article shows that the applied pedagogical approaches and methods have to correspond to the modern level of information technologies and digital education development, characterized by qualitative changes in the technologies that process and transfer data and widely use the intellectual decision making systems. It states the results obtained in the practical implementation of the offered theoretical and methodological approaches to the process of health professionals’ information competence formation. This results in the developed complex of methodological approaches to teaching information technologies at the general scientific, specific scientific and method and technological levels enabling the formation of health professionals’ information competence. The article can be useful for students and teachers of pedagogical universities, teachers of medical universities and institutions involved in health professionals’ continuing education.
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Faggioni, Thaís, Natiele Carla da Silva Ferreira, Renato Matos Lopes, Antonio Augusto Fidalgo-Neto, Vinicius Cotta-de-Almeida, and Luiz Anastacio Alves. "Open educational resources in immunology education." Advances in Physiology Education 43, no. 2 (June 1, 2019): 103–9. http://dx.doi.org/10.1152/advan.00116.2018.
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The use of computers as a pedagogical resource is currently on the rise. In the case of immunology, students present difficulties in visualizing molecular phenomena. Thus the use of animations and simulations available on the internet might facilitate the learning of complex immunological concepts. In this context, it is important to map and assess the currently available resources that may be used for educational purposes. This study comprises the search and analysis of educational immunology software freely available on the internet, which can aid students and health professionals in effective learning and continuing education scenarios. A detailed search in English on the existence of free software was carried out on websites and scientific databases. The results clearly indicate a lack of freely available and scientifically validated immunology educational software, despite the existence of several software programs that could be used as auxiliary teaching tools.
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Mi, Misa. "Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review." Evidence Based Library and Information Practice 7, no. 3 (September 12, 2012): 98. http://dx.doi.org/10.18438/b88p6d.
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Objectives – To determine the year when evidence based medicine (EBM) was introduced and the extent to which medical students were exposed to EBM in undergraduate medical education and to investigate how EBM interventions were designed, developed, implemented, and evaluated in the medical curriculum.
Methods – A qualitative review of the literature on EBM interventions was conducted to synthesize results of studies published from January 1997 to December 2011. A comprehensive search was performed on PubMed, CINAHL, Web of Science, Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articles were selected if the studies involved some form of quantitative and qualitative research design. Articles were excluded if they studied EBM interventions in medical schools outside the United States or if they examined EBM interventions for allied health profession education or at the levels of graduate medical education and continuing medical education. Thirteen studies which met the selection criteria were identified and reviewed. Information was abstracted including study design, year and setting of EBM intervention, instructional method, instruction delivery format, outcome measured, and evaluation method.
Results – EBM was introduced to preclinical years in three studies, integrated into clinical clerkship rotations in primary care settings in eight studies, and spanned preclinical and clinical curricula in two studies. The duration of EBM interventions differed, ranging from a workshop of three student contact hours to a curriculum of 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies.
Conclusions – The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM instruction, implementation of an EBM intervention, outcomes measured, and evaluation methods, all of which remain relevant issues for further research. It is important for medical educators and health sciences librarians to attend to these issues in designing and delivering a successful EBM intervention in the undergraduate medical curriculum.
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Bender, Darlize Déglan Borges Beulck, Giséli Duarte Bastos, and Maria Rosa Chitolina Schetinger. "Bibliographic review of ENPEC meeting Minutes on the teaching of science in the first years of elementary school: continuing education for teacher." ACTIO: Docência em Ciências 7, no. 2 (August 1, 2022): 1. http://dx.doi.org/10.3895/actio.v7n2.13865.
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This article represents the expansion of an initial paper sent to the XIII ENPEC/2021 that aims to investigate how the continuing education for teachers (CET) working with young children on Natural Sciences (NS) has been historically carried out and presented in the editions of the National Meeting of Research in Science Education (ENPEC - 1997 to 2021). This is an exploratory research, of the bibliographic study type and was constituted from data from 14 complete papers, which were selected and analyzed in the light of Discursive Textual Analysis (DTA). In the categorization process, eight categories of analysis emerged: 1) training needs; 2) teaching concepts; 3) conceptions about training; 4) characteristics of the subjects; 5) training methodologies; 6) formative process and how the subjects felt; 7) direct results of training; and 8) post-formation (legacy), organized into three periods: pre-formative, formative and post-formative, interspersed with transitional units. After analyzing the works year by year, less than 1% of the papers published in this event and only 10% of the selected ones met the objectives of this research. The units of meaning representing the pre-formative period showed the deficiency in the initial training of educators in training, the importance of knowing the skills to work NS, planning, conducting and evaluating the teaching process, in addition to the importance of continuing the reflection process and teacher training. The two most pronounced characteristics among the educators in training were the need to deepen their conceptual knowledge in NS and the attempt to change their teaching methods after the group reflections. In the formative period, the teachers went through moments of reflection and reformulation of their practices, formation of concepts and changes in their vocabularies about NS. The direct results of the training showed that the educators in training were able to reflect on the action, face their problems, and change their attitude towards the teaching of NS, in addition to being motivated to create new strategies to achieve their goals in the classroom. In general, the researchers/trainers observed some methodological changes, safety to teach NS and the overcoming of some difficulties in the initial training of teachers, as well as a greater involvement of students during classes and the creation of collective spaces for discussion in Schools, which, until then, did not exist in these places. It is hoped that this work will contribute to researchers in the teaching area of NS in order to qualify their continuing education actions aimed at teachers in the early years, as well as to elucidate some gaps to be explored in research on the subject.
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Diac, Georgeta, and Tudorița Grădinariu. "Bullying Phenomenon in Schools: Teachers Training Needs and the Romanian New Legislative Provisions." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 Sup.1 (December 20, 2022): 273–87. http://dx.doi.org/10.18662/rrem/14.4sup1/672.
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The professional development of teachers in pre-university education is a priority for political decision-makers in Romania. The new legislative provisions regarding the implementation of programs for professional development bring a plus in the field of increasing the quality of education by including a distinct thematic area, which is violence/bullying. In this context, this article aims to examine those legislative changes regarding the continuing professional training of teachers that can serve the work of teachers from the perspective of prevention and intervention in bullying incidents. To achieve this objective, we resorted, on the one hand, to the analysis of the provisions of the new methodology that regulates the quality of continuing professional training programs and of the methodological norms aimed at the application of some provisions of the National Education Law regarding psychological violence-bullying, and on the other hand, we encountered a descriptive reading of the literature and scientific studies related to bullying with the aim of carrying out an interpretive study of the trends in the field of professional upgrading of teaching staff aimed at ensuring an appropriate legislative framework for the training of skills appropriate to the particularities of this type of violence. Our conclusions converge towards the appreciation that the effectiveness of the teaching staff in preventing and combating bullying largely depends on the transposition/operationalization of normative prescriptions in accordance with the scientific literature, in order for the professionals in education to better understand this phenomenon and its prevention.
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Eflova, Zinaida B. "Prerequisites for continuing education of rural teachers in the history of Russian education at the stage of formation of rural schools and rural teaching." Pedagogy Of Rural School 2, no. 8 (2021): 106–25. http://dx.doi.org/10.20323/2686-8652-2021-2-8-106-125.
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The article presents the results of a historical and pedagogical study of the theory and practice of the formation and development of education in rural areas of Russia, in the focus of which there is the continuous education of a rural teacher. The time frame of the analysis is limited to the XIX – early XX centuries, covers the period of the emergence of rural schools as an educational institution and rural teachers as a special category of teaching staff. The analysis revealed: the essential provisions and characteristics of lifelong education in an interpretation adequate to modern pedagogical science; content, methods and forms of continuing education; suggestions of educators, expressed in the form of recommendations as potential for implementation in the present and in the future. The study has found out that the Russian pedagogical heritage includes: stages (preprofessional, professional, postgraduate) and types (formal, non-formal, informal) of lifelong education; the origins of ensuring continuity and consistency between them, integrative and practice-oriented approaches to teacher education. The prerequisites for the network organization of educational space, models of pedagogical institutions and organizations, academic mobility of students and teachers, formats of non-formal and informal continuous education of rural teachers and other harbingers of current trends are fixed.
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Miller, Andrew, Narelle Eather, Shirley Gray, John Sproule, Cheryl Williams, Jennifer Gore, and David Lubans. "Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?" European Physical Education Review 23, no. 2 (April 8, 2016): 171–95. http://dx.doi.org/10.1177/1356336x16642716.
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The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.
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Lee, Hee-Yeon, and Ki-Han Kwon. "Review on Study to Online Education After COVID-19 and Exploring Development of Online Education for Beauty Majors." Korean Society of Beauty and Art 23, no. 4 (December 20, 2022): 43–53. http://dx.doi.org/10.18693/jksba.2022.23.4.43.
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This study aims to provide a practical direction for continuing online education for beauty majors by examining the development and oversight of online education based on a review of online education from 2020 to the present, which was implemented after the COVID-19 pandemic. For this purpose, only published academic journals, which were published from 2020 to 2022, targeting the educational background and age of high school students or above, listed in KCI and RISS, are used. The conclusions of this study are as follows.
First, there were significantly fewer studies on online education for beauty majors after COVID-19 compared to other majors. Second, various factors affecting the achievement and satisfaction of online education were compared and analyzed by dividing them into learner, instructor, and technical aspects. Third, analyzing research related to online instruction in other majors that provided practical education, such as beauty majors, the communication between learners, the instructor's class quality, and learners' self-directed learning were noted as necessary elements for effective online practical education. Fourth, based on the studies considered, periodic feedback from instructors, changes in the attitude of instructors toward high-quality online education, active support from schools and institutions, and the introduction of strategic teaching methods for learners' self-directed learning must be considered in the development plans for online education in beauty majors. Finally, this study compared and analyzed studies in similar fields as a starting point for the development of beauty majors and is thought to help establish a strategy for online education for beauty majors in the future.
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Othman, Mariam, Nelson Cyril, Dominador Dizon Mangao, Ng Khar Thoe, Deva Nanthini Sinniah, and Murugan Rajoo. "Southeast Asian Students’ Perspective in Science and science education." Dinamika Jurnal Ilmiah Pendidikan Dasar 14, no. 2 (October 14, 2022): 91. http://dx.doi.org/10.30595/dinamika.v14i2.13303.
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The study describes the attitudes and beliefs towards science and science education of Year 9 and 10 Southeast Asian students including gender and year level differences based on the seven categories. This study involved Year 9 and 10 students from seven SEAMEO countries. Out of 5,375 samples selected, 2,158 were boys and 3,217 were girls. There were seven categories in the survey instrument that was administered, including students’ perceptions about: (1) science; (2) science outside school; (3) science topics; (4) scientist vocation; (5) self-efficacy in science; (6) teaching and learning science; as well as (7) future participation in science. The analyses showed that generally students had positive attitudes on categories such as: science, science outside school, teaching and learning science, scientist vocation, science topics and future participation in science. However, in general, the students in this region had slightly low self-efficacy in science in which included items such as science as a difficult subject and science classes are boring. The results also showed that Year 9 and boys acted more positively than Year 10 and girls in the attitudes and beliefs towards science. Further research and recommendations are explored. The findings would be used as a tool to revise the national science curriculum of the participating countries in terms of content standards and inform teachers of how teaching and learning practices can be aligned with students’ attitudes and perceptions to obtain better learning outcomes. The research findings could also be used as a springboard for further research exploring deeper the variables affecting students’ success in science and providing intervention for teachers’ training curriculum and continuing professional development in terms of technological pedagogical content knowledge (TPACK) that would increase the interest of students in learning and exploring science.
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Haque, Mohd Asrarul, Aneequa Khayal, and Javed Khan. "Impact of digital transformation in teaching and learning (TL) process of forensic medicine & other medical subjects due to COVID 19 lockdown: Medical student’s perspective." Indian Journal of Forensic and Community Medicine 8, no. 2 (July 15, 2021): 104–8. http://dx.doi.org/10.18231/j.ijfcm.2021.021.
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COVID-19 may have changed the 'physical classroom', but learning doesn’t stop. In global perspective, digitalization played a major role in medical education of forensic medicine and other subjects when COVID-19 lockdown forced. Physical classroom were not possible due to safety norms so as to maintain social distancing. Post lockdown continuing digital transformation got more momentum. Challenges and opportunities started coming in front for students and faculties. This study was done to analyze impact of transition of teaching methodology to students in medical institutions.
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Costa, Nilce Maria da Silva Campos. "Pedagogical training of medicine professors." Revista Latino-Americana de Enfermagem 18, no. 1 (February 2010): 102–8. http://dx.doi.org/10.1590/s0104-11692010000100016.
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This study examines the pedagogical training process of medical professors at a Brazilian university, the meanings attributed to it, and the positive and negative aspects identified in it. This is a descriptive-exploratory study, using a qualitative approach with a questionnaire utilizing open-ended and closed questions and a semi-structured interview. The majority of queried individuals had no formal teacher training and learned to be teachers through a process of socialization that was in part intuitive or by modeling those considered to be good teachers; they received pedagogical training mainly in post-graduate courses. Positives aspects of this training were the possibility of refresher courses in pedagogical methods and increased knowledge in their educational area. Negative factors were a lack of practical activities and a dichotomy between theoretical content and practical teaching. The skills acquired through professional experience formed the basis for teaching competence and pointed to the need for continuing education projects at the institutional level, including these skills themselves as a source of professional knowledge.
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Booth, Edie, Kate McFetridge, Evelyn Ferguson, and Catherine Paton. "Teaching undergraduate medical students virtual consultation skills: a mixed-methods interventional before-and-after study." BMJ Open 12, no. 6 (June 2022): e055235. http://dx.doi.org/10.1136/bmjopen-2021-055235.
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ObjectivesTo evaluate the impact and transferability of a novel teaching method on virtual communication skills for final year medical students.DesignMixed-methods, interventional before-and-after study.SettingNHS Lanarkshire, Scotland.Participants21 final year medical students on their obstetrics and gynaecology (O&G) placement from September to December 2020.InterventionsA two-part teaching session on virtual communication skills.Main outcome measuresSelf-reported confidence in conducting consultations preteaching and post-teaching, exposure to virtual consultations, usefulness of teaching and transferability to primary care. Data were collected using preteaching and post-teaching evaluation tools and an online survey.ResultsOf 21 participants, 1 student did not attend the second session so was excluded from post-teaching evaluation results and the online survey. Preteaching results were collected from 21 participants and post-teaching results from 20. Mean confidence scores increased across all domains post-teaching. Mean confidence in opening the consultation increased from 2.67 (95% CI 2.21 to 3.13) to 4.70 (95% CI 4.50 to 4.90); history-taking from 3.38 (95% CI 3.07 to 3.69) to 4.45 (95% CI 4.19 to 4.71); decision-making and forming a management plan from 2.62 (95% CI 2.28 to 2.96) to 3.90 (95% CI 3.66 to 4.14) and closing the consultation from 2.81 (95% CI 2.45 to 3.17) to 4.60 (95% CI 4.38 to 4.81). There was no change in exposure to virtual consultations during O&G placement. 16 (80%) participants responded to the online survey; 14 (87.5%) rated the sessions ‘very useful’ and all 16 considered them worthwhile continuing. 12 (75%) had the opportunity to practise virtual consultations on general practitioner, mostly via telephone.ConclusionsWe found that teaching students virtual consultation skills improved short term confidence and were transferable to primary care placements. Future research is suggested to assess this teaching model following adaptation and incorporation into medical education and training across specialties and grades. It would be useful to evaluate the impact on competence post intervention through observed skills.
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Popovic, Natasa, Tomo Popovic, Isidora Rovcanin Dragovic, and Oleg Cmiljanic. "A Moodle-based blended learning solution for physiology education in Montenegro: a case study." Advances in Physiology Education 42, no. 1 (March 1, 2018): 111–17. http://dx.doi.org/10.1152/advan.00155.2017.
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This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low- and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education.
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Schneeweiss, Suzan, and Savithiri Ratnapalan. "Impact of a multifaceted pediatric sedation course: self-directed learning versus a formal continuing medical education course to improve knowledge of sedation guidelines." CJEM 9, no. 02 (March 2007): 93–100. http://dx.doi.org/10.1017/s1481803500014858.
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ABSTRACTBackground:Procedural sedation guidelines were established for a tertiary care pediatric emergency department (ED). We developed a pediatric procedural sedation course to disseminate these guidelines.Objective:Our objective was to evaluate the effectiveness of a sedation course in improving physicians' knowledge of pediatric procedural sedation practices and guidelines, relative to individual self-directed learning.Methods:We recruited emergency staff physicians and fellows as well as fourth-year pediatric residents in a tertiary care pediatric ED to participate in a randomized, controlled, educational intervention. All consenting physicians received pediatric sedation educational material for individual study 2 weeks before a learning assessment. Participants were randomly assigned to one of 2 groups. The self-directed learning group (n= 24) completed a multiple-choice examination without receiving any formal teaching. The study group (n= 24) participated in a 4-hour formal multi-faceted sedation course before writing the multiple-choice examination.Results:The groups did not differ significantly in demographic characteristics or self-perceived knowledge of pediatric sedation. The formal teaching group's median examination score (83.3%; range 75.8%–96.5%) was significantly higher (p< 0.0001) than the median examination score of participants in the self-directed study group (73.3%, range 43.5%–86.6%).Conclusion:The multifaceted sedation course was more effective in improving physician knowledge and understanding of sedation guidelines and practices than unstructured, self-directed learning.
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Penciner, R., and K. Dainty. "P100: It’s more than just Travel CME: an embedded ethnography of a unique emergency medicine conference." CJEM 18, S1 (May 2016): S111—S112. http://dx.doi.org/10.1017/cem.2016.276.
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Introduction: Travel-based continuing medical education (CME) has become a popular format for physicians looking to combine education with travel. However these programs do not usually include shared group activities and when they do, they are often social, sedentary events. Emergency Medicine Update (EMU) Europe is a unique biennial accredited CME program which combines high quality Emergency Medicine focused education with organized group physical and social activities in European locales. Methods: We undertook a participant observation-based ethnographic study of the EMU Europe program in Provence, France in 2015. Participant interviews and in-depth observation methods were used to understand (1) the impact of shared group activities on learning and (2) the ethos that is created during this type of program. Results: We describe three phenomena from the data that we feel are highly influential in the success of the program and impact on learning. The first is “social engagement and a sense of community”. Involvement in group physical and social activities supports more interactive learning and people affiliate with this as a group that they enjoy and feel good learning with. The second is “a stimulating escape”. This is the opportunity for high quality education and stimulating travel to be provided in an efficient package. The third is “the ‘flat’ faculty-learner relationships”. This is created through accessibility and innovative teaching and is a key component of the quality of the education. Conclusion: While each trip in and of itself might be unique, there appears to be some common elements - building a sense of community, providing a stimulating escape and choosing faculty with specific teaching styles - that contribute to the educational success of this model. We will discuss how this relates to medical education theory and how it is generalizable to other groups considering this type of program. To our knowledge this is the first empirical research in this area and improves our understanding of how to leverage this approach for more effective continuing medical education.
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Zhu, M. Y. "Exploration and Practice of Electronic, Networked and Intelligent Methods for Basic Medical Science Education to Develop Pathology Interest." American Journal of Clinical Pathology 158, Supplement_1 (November 1, 2022): S117—S118. http://dx.doi.org/10.1093/ajcp/aqac126.249.
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Abstract Introduction/Objective In response to the sudden COVID-19 pandemic, the Chinese government has restricted student visas for international students as part of an emergency "zero COVID" plan. As a result of these border closures, most international students enrolled in Chinese medical universities have not returned to campus for more than 2.5 years and have continued their medical education online. Basic medical science study has continued relatively smoothly compared to clinical apprenticeships, which focus more on clinical traineeship and practice. How to turn the crisis caused by the pandemic into an opportunity to improve the level of basic medical science education and level of pathology interest in our school is the topic explored in this paper. Methods/Case Report The methods proposed in this study include the intelligence of artificial intelligence technology and adaptive teaching tools for teaching students in accordance with their aptitude, interactive microscopic slides and gross pathology recognition methods based on computer graphics technology, and Internet-based group learning and large group discussions. All the advantages of traditional classroom teaching are therefore included and some overcome the shortcomings of traditional classroom teaching. Results (if a Case Study enter NA) Grades in 2019-2020 school year basic medical science courses were obtained. In this school year, the first semester was traditional education on campus and the second semester was online using the method described in this paper. Second semester grades were 17.2% higher than the first. USMLE Step 1 performance was another measured outcome because it focuses on basic science and pathology. A good outcome on this exam was obtained and the teaching method proposed in this paper is verified. Conclusion The author is preparing to expand the sample size to further verify, improve, and perfect the method proposed in this paper, so as to promote the depth and breadth of basic medical education and continuing success from education into success in pathology careers.
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González-Moncada, Adriana. "On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies." HOW 28, no. 3 (October 5, 2021): 134–53. http://dx.doi.org/10.19183/how.28.3.679.
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The professional development of English teachers is a significant area in language teaching and learning, as well as in teacher education. On the one hand, at least in theory, professional development initiatives respond to the teachers’ changing needs. On the other hand, it reflects the beliefs that different educational authorities and stakeholders have about English uses and education. In this self-study, I consider the professional development of English teachers in Colombia and its tight connection to the language education policies of the country. Following a chronological approach, I present the findings as landmarks that have contributed to my reflections and research around professional development and language education policies. Discussing the findings, I show how the discourses and decisions about teachers’ continuing learning represent certain views of language, second language acquisition, English language teaching and learning, and teachers as professionals. This self-study addresses some of the concepts that illuminate the discourses that have shaped English teachers’ professional development. Focusing primarily on the development of the National Program of Bilingualism, I underscore the power of these concepts over the major decisions made at the local and school levels. In the analysis of the past and present of teachers’ professional development in Colombia, I conclude on the necessity of maintaining critical scholarly work to contribute to the construction of local knowledge for future reflection.
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Asfah, Indrawaty, Muhammad Asfah Rahman, and Fitriyani Fitriyani. "Teachers' perceptions of online challenges in Junior Secondary Schools teachers in South Sulawesi, Indonesia." International Journal of Humanities and Innovation (IJHI) 5, no. 3 (September 30, 2022): 86–89. http://dx.doi.org/10.33750/ijhi.v5i3.159.
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Since the suspension of all types of face-to-face activities during the pandemic, colleges, secondary schools, and elementary schools have adopted the strategy of online education. As a result, teachers and students have used online teaching and learning on an unprecedented scale. Online learning or e-learning has been assumed to be a significant tool for effectively continuing the teaching-learning process during the lockdown. Teachers and students have had to quickly alter their teaching and learning strategies, regardless of whether they were experienced in and prepared for online education, an environment with electronic devices and online applications. Despite the innumerable potentials and benefits of online learning, such as cost-effectiveness, promoting self-paced learning, better retention, and catering to learners' needs, teachers may not readily make the most and get the full benefits of online learning. Some studies have shown that learning achievement in online learning is lower than in traditional face-to-face learning. The present study explores the teachers' perception of the use of digital technology in their online instruction and challenges or problems they face when implementing online learning instruction. Besides, this study will discuss the teachers' measures to respond to and cope with the problems.
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Alshammary, Sami Ayed, Savithiri Ratnapalan, and Zekeriya Akturk. "Continuing medical education as a national strategy to improve access to primary care in Saudi Arabia." Journal of Educational Evaluation for Health Professions 10 (August 31, 2013): 7. http://dx.doi.org/10.3352/jeehp.2013.10.7.
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The purpose of this study was to describe the development, implementation, and evaluation of an educational program in family medicine for general practitioners in Saudi Arabia from 2009 to 2011. A continuing medical education program called Family Medicine Education (FAME) was developed with 7 modules each consisting of 12-14 hours of teaching to be delivered in 3 day blocks, over 45 days. Twenty percent (2,761) of all general practitioners participated in the FAME program. Initial assessment of the program showed significant improvement of knowledge from scores of 49% on a pre-test to 89% on post-tests. FAME program in Saudi Arabia facilitated primary care physicians’ knowledge.
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Svetlana E, Kaplina. "Architectonics of Scientific Personnel Training in the Conditions of Postgraduate Study (on the Example of the First Year of Training)." Scholarly Notes of Transbaikal State University 16, no. 4 (October 2021): 11–22. http://dx.doi.org/10.21209/2658-7114-2021-16-4-11-22.
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The questions related to postgraduate education as an institution for training scientific personnel, which seeks to create and put into practice its own concept of training graduate students and applicants on the basis of universities are observed in the article. The author considers the architectonics of postgraduate training from the perspective of the quality of educational programs and pedagogical technologies; creating conditions for continuing education through a combination of different forms and methods of education based on the principle of continuity and preservation of the pedagogical potential of all scientific disciplines in teaching of personnel in postgraduate school. Having studied the reasons for low publication activity of postgraduates / applicants in the Transbaikal State University and on the basis of the existing FSES of Higher Education in postgraduate education the author has attempted to create an architectonics of postgraduate training continuity (1st level). On the example of the “Foreign Language” discipline the practical implementation of first-year postgraduates training within the framework of the succession architectonics is shown. The article provides a detailed description of each block of training with an emphasis on the integration of the educational process participants and taught scientific disciplines, analyzes the collected statistical data on the problem in the ZabGU, draws conclusions and forecasts the results. Keywords: architectonics, continuity, postgraduate professional education, scientific personnel, postgraduate school, foreign language, publication activity
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Oliveira, Teógenes de, Renata Lívia Silva Fonseca Moreira de Medeiros, Marina Pereira Brocos Pires, and Maria Jamily de Macêdo Pinto. "Pedagogical Preparation for Physicians and their Performance in the Medical Course." Revista Brasileira de Educação Médica 42, no. 3 (September 2018): 171–77. http://dx.doi.org/10.1590/1981-52712015v42n3rb2017066.r2ing.
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ABSTRACT Qualifying the medical profile to meet the population’s main health needs is a challenge for contemporary medical schools. In this process, the medical professor has a prominent place, since medical teaching practice is based on the production of models considered valid, previously learned, and the experience of medical practice. One questions, thus, the physician’s pedagogical aptitude to teach, since the professor-academic relationship occurs differently from the physician-patient relationship, starting from the need to understand which ways professors seek to acquire the teaching-specific skills. Objective To carry out an integrative review on the pedagogical training of physicians in the teaching context. Methods This is a non-observational, descriptive integrative review of the literature. Initially, we searched the databases at the Scientific Electronic Library Online (SciELO), Latin American and Caribbean Literature in Health Sciences (Lilacs), the US National Library of Medicine and the National Institutes of Health (PubMed) and the Cochrane Library with the help of the Boolean operator and the following descriptors: Health Human Resource Training; Faculty, Medical and Education, Medical, Continuing. The inclusion criteria were free, complete articles, published from 2012 to 2016, in Portuguese, Spanish and English. Results The search resulted in 24 articles those discuss the research theme. After exhaustive reading of the articles found, only five converged and answered the guiding question raised in the initial reflection. Teaching strategies and methodologies, as well as the evaluation of clinical supervision processes to construct the students’ technical knowledge appear as important topics on learning and teaching. In addition, these discussions raise professors’ need for continuing education programs, as well as the construction of evaluation tools for professors, tutors and preceptors. Conclusions This study highlights the continuous improvement in the professors’ pedagogical training and the development of permanent education programs and improvement of the faculty by the school.
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Santos, Camila Santos dos, and Maria Antonieta Pereira Tigre. "Formação Continuada de Professores no Uso de Tecnologias Digitais / Continuous Teacher Training in The Use of Digital Technologies." ID on line. Revista de psicologia 15, no. 57 (October 31, 2021): 599–615. http://dx.doi.org/10.14295/idonline.v15i57.3232.
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Resumo:O presente trabalho, busca analisar qual(is) formação(ões) os professores têm atualmente na área das tecnologias digitais e como integram ferramentas digitais às práticas pedagógicas. Os objetivos da pesquisa são: identificar nas produções literárias possíveis etapas de uma formação continuada; investigar nos questionários obtidos com a pesquisa de campo quais os motivos que impedem a formação continuada e descrever o perfil dos professores, além de analisar as informações colhidas no questionário. Para isso, foi realizado um estudo de campo com professores da educação básica de Vitória da Conquista – BA. Como uma pesquisa do tipo exploratória, houve levantamento bibliográfico, entrevistas e exemplos que estimulam a compreensão do assunto. Pode-se concluir que ainda é presente a desqualificação dos docentes quanto ao uso das tecnologias educacionais e que estes carecem de formação continuada, sendo algo preocupante levando em conta o momento atual, onde há imersão total das tecnologias na prática docente. Palavras – chave: Formação Continuada; Novas Metodologias. Tecnologias Digitais. Abstract: This paper seeks to analyze what training(s) teachers currently have in the area of digital technologies and how they integrate digital tools into pedgogical practices. The research objectives are: to identify possible stages of continuing education in literary productions; investigate, in the questionnaires obtained from the field research, which are the reasons that prevent continuing education and describe the profile of teachers, in addition to analyzing the information collected in the questionnaire. For this, a field study was carried out with basic education teachers from Vitória da Conquista – BA. As exploratory research, there was a bibliographic survey, interviews and examples that stimulate the understanding of the subject. It can be concluded that the disqualification of teachers regarding the use of educational technologies is still present and that they lack continuing education, which is a concern considering the current moment, where there is total immersion of technologies in teaching practice. Keywords: Continuing Education; New Methodologies. Digital Technologies.
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Matriano, Maria Teresa. "Balancing of Skills in the Digital Transformation of Education and Employability." SHS Web of Conferences 156 (2023): 08004. http://dx.doi.org/10.1051/shsconf/202315608004.
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Balancing the skills through digital transformation will help increase the graduates’ employability. This study explored the digital transformation in the Sultanate of Oman by looking at the different aspects, such as how this transformation has affected the way the educators conducted their lessons and, at the same time, how students learned from the shared learning materials. Based on the gathered literature, digital transformation is essential to education for various reasons, such as enabling collaboration and personalized learning. From the global and Omani perspectives on teaching and learning methodologies, it shows similarities in conducting online and hybrid classes, submitting students’ output, and assessing the students’ academic success. The recommendation focuses on continuing current strategies and provides additional support for students facing challenges; It is also recommended to create a venue or platform which will assess the educator’s technology skills to ensure their readiness for the challenges of the digital transformation. The government and private education institutions should continually enhance the technology infrastructure requirement of this ongoing digital transformation to ensure that Oman will offer the best in the world and to continually offer sustainable knowledge for society through improved technology infrastructure
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Tomas, Maria Anita, and Lea Carmela Tiquia. "Training Needs Assessment of College Faculty: Its Impact on Professional Development and Teaching Motivation." JPAIR Institutional Research 18, no. 1 (June 15, 2022): 36–46. http://dx.doi.org/10.7719/irj.v18i1.826.
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The research aimed to evaluate the training needs of the SMCB college teaching personnel for the quality improvement of seminars and trainings that will be organized and conducted responding to the identified current needs of the teachers. As an aftermath of this assessment survey, the Training Needs Assessment “Action Plan” was formulated to respond to the current needs of the college faculty. Survey results show the areas for improvement in terms of the current level of professional expertise on (1) problem solving and the use of varied technology applications and tools in teaching amid digital disruption; (2) personal needs in terms of developing and maintaining mental and emotional wellness amidst pandemic; and, (3) one’s social skills and financial stability. This study employed a qualitative descriptive research design and had teacher respondents from all the programs. The statistical tools utilized in this study were frequency counts, ranking, and weighted mean. The study shows that the perceived need of the faculty depends on the number of years in service, age, and educational background. The significant difference between the mean of the group was when the variables were used for continuing education.
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Hepburn, Leanne J., Louise H. Beard, and Kerry-Lee Etsebeth. "Pandemic pedagogy in Life Sciences." International Journal for Innovation Education and Research 10, no. 9 (September 1, 2022): 1–11. http://dx.doi.org/10.31686/ijier.vol10.iss9.3858.
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COVID-19 had a significant impact on higher education, forcing emergency remote teaching. The quantity versus quality assessment conundrum is a continuing debate and the rapid transition to online delivery provided an opportunity to assess this.
We compared data on assessment number and type, student experience and outcomes, pre-COVID-19 and during the COVID-19 pandemic. Data on perceptions of differential modes of learning are assessed in the form of extra-curricular summer schools to replace or enhance modular laboratory and fieldwork practicals.
There was minimal decrease in assessment load (9.6%) and type (12.5%). Differences in student perceptions of assessment and modules were insignificant (t=22, p=0.1) between years and student outcomes revealed an average 4% increase in the COVID-19 year. Summer schools were viewed very positively, with 72% preferring the intensive teaching format. This study provides additional evidence in the assessment dilemma and developments towards more flexible modes of learning.
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Garmaeva, Darima K., Radik M. Khayrullin, Irina A. Balandina, Aleksei A. Supil'nikov, Nadezhda N. Medvedeva, Svetlana N. Derevtsova, Dmitry A. Starchik, Larisa A. Udochkina, and Anvar A. Beisembaev. "THE RELEVANCE OF THE APPLYING AND DEVELOPMENT OF ADDITIONAL TEACHING PROGRAMS AT THE MORPHOLOGICAL DEPARTMENTS OF MEDICAL UNIVERSITIES." Morphological newsletter 30, no. 2 (March 27, 2022): 9–17. http://dx.doi.org/10.20340/mv-mn.2022.30(2).686.
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Traditions in the education of any country have always been the basis for building a national educational system, since only folk traditions accepted in society and tested by life are axiomatic. The need to meet the current and future needs of society, the economy, and the labor market forces the departments of medical universities to seriously transform teaching programs, technologies, and educational policy in general to meet the current and dynamically changing demands of society. This article aims to summarize the experience of creating, implementing and developing additional teaching programs at the morphological departments of medical universities in Russia and neighboring countries. As materials for the study, the content of the reports of the interregional workshop «Relevance of the implementation of additional teaching programs in anatomical departments» within the framework of the XII National Congress with international participation «Ecology and human health in the North» (December 2, 2021, Ammosov North-Eastern Federal University, Yakutsk, Republic of Sakha (Yakutia). Analysis of the materials presented at the workshop showed that all additional teaching programs implemented at the departments or on the scale of the university can be implemented at the pre-university stage, at the level of all specialist courses, residency in various clinical specialties and advanced training in the system of continuing medical education. In the conditions of growing competition in the market of educational services, the search for sources of additional funding, medical universities are actively transforming, striving to meet the needs of specialists of all levels of training. forgings. Under these conditions, the classical departments of fundamental medical education are faced with the urgent task of finding new directions for increasing effective activity, including full-scale participation in the implementation of various levels of additional teaching programs, including undergraduate and postgraduate levels. At the same time, the introduction of new teaching programs and forms of education should not destroy the classical methods and approaches, the effectiveness of which has been tested by time, primarily with the use of classical anatomical preparations and technologies.
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Ballester, Dinarte Alexandre, Ana Paula Filippon, Carla Braga, and Sérgio Baxter Andreoli. "The general practitioner and mental health problems: challenges and strategies for medical education." Sao Paulo Medical Journal 123, no. 2 (March 2005): 72–76. http://dx.doi.org/10.1590/s1516-31802005000200008.
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CONTEXT AND OBJECTIVE: Within the context of primary health care and mental disorders, our aim was to study the opinions of general practitioners regarding attendance of people with mental health problems. DESIGN AND SETTING: Qualitative focal group study among primary care services in the cities of Porto Alegre and Parobé, State of Rio Grande do Sul. METHODS: A deliberately selected sample of 41 general practitioners who were working in basic health services met in focal groups. Two videos were presented, which simulated consultations for patients with depression and psychoses. The discussions about the identification and handling of mental health problems were recorded and assessed via content analysis. RESULTS: The opinions related to the difficulties of diagnosing and treating mental problems, the involvement of relatives in caring for patients, the difficulty of compliance with the treatment, the uncertainty experienced by physicians and the difficulty of referring patients to specialized services. CONCLUSIONS: The general practitioners indicated that they perceived the mental health problems among their clientele, but the diagnosis and treatment of these problems are still seen as a task for specialists. The challenge of continuing education on mental health requires methods of interactive and critical teaching, such as the problem-based approach.
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Mousavizadeh, Seyedeh Narjes. "The experiences of nursing students using virtual education during the COVID-19 pandemic." Journal of Medicine and Life 15, no. 9 (September 2022): 1090–95. http://dx.doi.org/10.25122/jml-2021-0315.
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Due to the rapid spread of COVID-19, virtual education was proposed globally. This study aimed to examine the views and experiences of nursing students regarding quality, quantity, e-learning challenges, and solutions. This is a qualitative study using a purposive sampling method in which 42 nursing students were included. Data were collected through in-depth semi-structured face-to-face or telephone interviews and analyzed using content analysis. Concepts that were raised in the experience of nursing students were: "Incompatibility of educational processes", including ineffective teaching methods, limited interaction, limited feedback, low creativity, and educational injustice. "Loss of opportunities" including lack of clinical competence, concern for job opportunities, and lack of time management. "Imposed burnout", including forced labor and personal protection. "Personal helplessness", including lack of access to electronic facilities, struggles with the coronavirus, unemployment, and family conflicts. The enforcement of e-learning imposed restrictions on students with different conditions. Older students, those living in rural areas, students with work and family responsibilities, and people with limited electronic resources experienced challenges that require educational management based on challenges. Because e-learning goes beyond COVID-19 and given the continuing trend in e-learning in the coming years, it is necessary to address these challenges.
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Talpur, Naveen, Tehmina Kalwar, and Mir Jahanzeb Talpur. "Computer-assisted Language Learning in Pakistani Context During COVID-19 Pandemic." REiLA : Journal of Research and Innovation in Language 3, no. 3 (December 28, 2021): 210–25. http://dx.doi.org/10.31849/reila.v3i3.6908.
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The use of technology and contemporary methodologies has resulted in significant changes in the development and enhancement of education standards in the higher education system in the last decade. The pandemic of the Corona Virus (Covid-19) has had an impact on many sectors of life across the world, including economy, vocations, culture, schooling, etc. For the protection of students, most schools and institutions have been closed. Then, in order to keep education continuing, many schools and institutions turned to e-learning. However, in Pakistan, many lecturers/teachers and students are still unfamiliar with this teaching/learning method. This research study planned for investigating two Pakistani context universities, i.e., Mehran University of Engineering and Technology and University of Sindh's ESL on their teachers' attitude towards implementing and using CALL in their English language teaching, their present employments of CALL applications in their teaching and challenges they experience while executing CALL in their teaching to get a general picture of CALL usage in this particular setting. Data was collected through a teacher-based survey questionnaire webbed to 40 EFL teachers (n=40), and then it was analysed by SPSS. The questionnaire consisted of five-Likert items. Each item of the question consisted of sub-items and elements with the help of those elements which the researchers got an accurate picture of answers for their research questions. Findings revealed that ESL teachers of the concerned universities held positive perspectives towards utilising CALL in their teaching of English, and there were no noteworthy contrasts in teachers' perspectives that can be credited to gender or academic levels. They saw CALL as a facilitating tool in encouraging language learning, increasing their motivation level, and helping them acquire skills.
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Donovan, Michael, Kristi VanDerKolk, Lisa Graves, Vicki R. McKinney, and Kelly M. Everard. "Gender-Affirming Care Curriculum in Family Medicine Residencies: A CERA Study." Family Medicine 53, no. 9 (October 4, 2021): 779–85. http://dx.doi.org/10.22454/fammed.2021.764850.
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Background and Objectives: Family physicians are positioned to provide care for transgender patients, but few are trained in this care during residency. This study examines associations between program directors’ (PDs) perceptions/beliefs on transgender health care and inclusion of gender-affirming health care (GAH) in residency curriculum. Methods: Questions regarding current training in GAH, provision of GAH, competency in GAH delivery, barriers to GAH training, resident desire for GAH training, access to GAH curriculum, and feelings/perceptions about GAH were included in the 2020 Council of Academic Family Medicine Educational Research Alliance (CERA) Program Director Survey. Results: Challenges to including GAH in residency curriculum were inadequate numbers of transgender patients for residents to provide care (35.4%) and lack of faculty expertise in GAH for transgender patients (24.6%). PDs were more likely to include GAH into curriculum when they provided care for transgender patients in their own practice, completed continuing medical education in GAH since completing residency, had confidence in teaching GAH to residents, had residents who requested training on GAH, or had access to a GAH curriculum. PDs who believed that GAH should be a core competency in residency curriculum were more likely to have residents who requested increased education in GAH and wanted to provide GAH to transgender patients in their future practices. Conclusions: Barriers persist for training family medicine residents in GAH for transgender patients, but further training opportunities for faculty could help to decrease identified barriers. Further research should explore how best to increase family medicine faculty comfort/competence in educating residents in GAH.
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Swiatek, Peter R., Joseph A. Weiner, Daniel J. Johnson, Philip K. Louie, Michael H. McCarthy, Garrett K. Harada, Niccole Germscheid, et al. "COVID-19 and the rise of virtual medicine in spine surgery: a worldwide study." European Spine Journal 30, no. 8 (January 16, 2021): 2133–42. http://dx.doi.org/10.1007/s00586-020-06714-y.
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Abstract Purpose The COVID-19 pandemic forced many surgeons to adopt “virtual medicine” practices, defined as telehealth services for patient care and online platforms for continuing medical education. The purpose of this study was to assess spine surgeon reliance on virtual medicine during the pandemic and to discuss the future of virtual medicine in spine surgery. Methods A comprehensive survey addressing demographic data and virtual medicine practices was distributed to spine surgeons worldwide between March 27, 2020, and April 4, 2020. Results 902 spine surgeons representing seven global regions responded. 35.6% of surgeons were identified as “high telehealth users,” conducting more than half of clinic visits virtually. Predictors of high telehealth utilization included working in an academic practice (OR = 1.68, p = 0.0015) and practicing in Europe/North America (OR 3.42, p < 0.0001). 80.1% of all surgeons were interested in online education. Dedicating more than 25% of one’s practice to teaching (OR = 1.89, p = 0.037) predicted increased interest in online education. 26.2% of respondents were identified as “virtual medicine surgeons,” defined as surgeons with both high telehealth usage and increased interest in online education. Living in Europe/North America and practicing in an academic practice increased odds of being a virtual medicine surgeon by 2.28 (p = 0.002) and 1.15 (p = 0.0082), respectively. 93.8% of surgeons reported interest in a centralized platform facilitating surgeon-to-surgeon communication. Conclusion COVID-19 has changed spine surgery by triggering rapid adoption of virtual medicine practices. The demonstrated global interest in virtual medicine suggests that it may become part of the “new normal” for surgeons in the post-pandemic era.
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Heineman, Herbert S., and Valerie S. Watt. "All-inclusive Concurrent Antibiotic Usage Review: A Way to Reduce Misuse Without Formal Controls." Infection Control 7, no. 3 (March 1986): 168–71. http://dx.doi.org/10.1017/s0195941700064018.
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AbstractDuring an 11-week period, all antibiotic usage on a 113-bed medical teaching service was reviewed concurrently in weekly sessions between house staff and a review team. Recommendations for change, based on accepted criteria, were communicated by the house officer to the attending physician. In one-half of the patients no change was suggested; in one-third, a recommended change was made; and in only one-sixth was a recommendation not followed. Cost savings were conservatively estimated to approach $10,000 in this pilot study; this extrapolates to almost $300,000 per year for the 714-bed medical center, or more than 18% of the antibiotic expenditures.This program achieves its objective in a nonthreatening, noncontrolling manner, provides continuing education, and contributes to improved patient care.
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Isnaniah, Siti, and Islahuddin Islahuddin. "THE APPLICATION OF RELIGIOUS MODERATION CONCEPT IN INDONESIAN LANGUAGE TEACHING: A CASE STUDY IN ISLAMIC SCHOOLS AND ISLAMIC UNIVERSITIES (PERGURUAN TINGGI KEAGAMAAN ISLAM/PTKI)." Penamas 35, no. 2 (December 27, 2022): 213–22. http://dx.doi.org/10.31330/penamas.v35i2.629.
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Indonesia consists of various ethnic groups, religions, races, groups so that it can cause conflict if it is not anticipated properly. Therefore, the concept of religious moderation needs to be applied in various fields, one of which is in the field of education. This study aims to explain qualitatively the application of the concept of religious moderation in Indonesian language learning in Islamic schools and university's tri dharma activities including Lectures on Indonesian Language Courses in the Indonesian Tadris Study Program(Tadris Bahasa Indonesia/TBI) UIN Raden Mas Said Surakarta. The data sources are documents, informants, and events. Data collection techniques used content/document analysis, interviews, and observations. The data validity technique uses triangulation. The data analysis technique uses an interactive model. The results of the research are shown by the application of the concept of religious moderation through the university's tri dharma, namely education, research, and community service. In the field of education, it can be started with the TBI Study Program curriculum which incorporates the values of moderation in each subject, this can be seen in the RPS, as well as student activities with the theme of religious moderation; In addition, there is a compulsory faculty subject, namely the Constitutional Court of Religious Moderation Insights. In the field of research, there are no published scientific, technological or research papers from lecturers or students, all of which are still in the process of being published. In the field of PkM, Continuing Professional Development (PKB) training was conducted for Indonesian language teachers in Sumatra and Java. This activity is a work program of the Ministry of Religion's REP-MEQR, in collaboration with the World Bank. The conclusion of this research is that the TBI Study Program is considered successful in applying the concept of religious moderation in the field of education and PkM, for research needs to be improved again.