The effects of teacher anxiety and modeling on the acquisition of a science teaching skill and concomitant student performance

1981 ◽  
Vol 18 (4) ◽  
pp. 361-370 ◽  
Author(s):  
John J. Koran ◽  
Mary Lou Koran
Keyword(s):  
Science Teaching ◽  
Student Performance ◽  
Teaching Skill

scholarly journals Analysis and suggestions on medical educators’ roles

2021 ◽  
Vol 33 (4) ◽  
pp. 411-417
Author(s):  
Meeran Joo ◽  
Yoo-mi Chae ◽  
Man-Sup Lim ◽  
Seok-gun Park
Keyword(s):  
Performance Management ◽  
Student Performance ◽  
Skill Development ◽  
Teaching Skill ◽  
Medical Educators ◽  
Medical Colleges

Purpose: This study aimed to investigate the differences in the perception between professors and students regarding medical educators’ roles and discuss their desirable roles.Methods: A survey was administered to 116 professors and 379 students of the medical colleges from Dankook University and Hallym University. The subjects were given a self-created questionnaire designed to measure their perception of medical educators’ roles.Results: First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.Conclusion: First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.

Peer tutoring improves student performance in an advanced physiology course.

1999 ◽  
Vol 276 (6) ◽  
pp. S86 ◽  
Author(s):  
D A Lake
Keyword(s):  
Academic Performance ◽  
Science Teaching ◽  
Student Performance ◽  
Peer Tutoring ◽  
Perceived Value ◽  
Tutoring System ◽  
College Science Teaching ◽  
College Science

Effectiveness of a peer tutoring system developed for an advanced physiology course was assessed in terms of academic performance and perceived value. Forty-five students took the course without the peer tutoring system, and sixty-nine students took the course with peer tutoring. Grades from both groups of students were compared with grades earned in an introductory physiology course. Tutored students were asked how much they valued the peer tutoring. There was a decline in grades received by the students in the advanced physiology course compared with their scores in the introductory physiology course in both tutored and untutored groups. However, the decline in the tutored group was significantly (P = 0.015) less than that in the untutored group of students. Tutored students reacted very favorably to the tutoring sessions and expressed a desire to see tutoring expanded to other courses. This was the first demonstration of the effectiveness of peer tutoring in college science teaching. Peer tutoring appears to be effective in enhancing student performance as well as being perceived as beneficial by the students.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

Integrating Macrostrat and Rockd into Undergraduate Earth Science Teaching

2018 ◽  
Author(s):  
Phoebe A. Cohen ◽  
Rowan Lockwood ◽  
Shanan Peters
Keyword(s):  
Science Teaching ◽  
Earth Science
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