scholarly journals Student-faculty interactions within a physiotherapy curriculum in South Africa

2021 ◽  
Author(s):  
Serela S. Ramklass ◽  
Renuka Vithal
Keyword(s):  
Medical Model ◽  
Health Science ◽  
Student Experiences ◽  
Faculty Relationships ◽  
Hierarchical Relations ◽  
Faculty Interactions ◽  
Feminist Perspectives ◽  
And Performance ◽  
Teaching Learning ◽  
Relations Of Power

AbstractInteractions between faculty and students in higher education has the potential to influence and shape many aspects of teaching, learning, curricula, student experiences and performance, yet has received little attention as an area of study. This study investigates student-faculty interactions within a physiotherapy curriculum from the perspectives of students, faculty and physiotherapy managers at a South African university. The data, produced through multiple methods, derive from students, faculty and physiotherapy managers underpinned by critical-feminist perspectives. Thematic analysis of the data produced four themes. Two dominant threads emerging from the analysis as characterising student-faculty relationships are the deeply hierarchical relations of power characterised by a lack of caring and concern for students, and the exclusion of wider constructs for interaction; deriving from a particular entrenched medical model. Ironically, while caring relationships with patients are overtly advocated and developed, they appear to be largely absent in the same physiotherapy curriculum spaces in the relationships between faculty and students. These findings raise questions about how the most foundational attribute of a health science professional, that of caring, is being produced through the curriculum in the relationship between faculty and students in the health sciences.

scholarly journals Online-Synchronized Clinical Simulation: An efficient teaching-learning option for the COVID-19 pandemic time and beyond.

2020 ◽  
Author(s):  
Diego Andrés Díaz-Guio ◽  
Elena Ríos-Barrientos ◽  
Pablo Andrés Santillán-Roldan ◽  
Ana Sofía Díaz-Gómez ◽  
Alejandra Ricardo-Zapata ◽  
...  
Keyword(s):  
Latin American ◽  
Situational Awareness ◽  
Cognitive Engagement ◽  
Health Science ◽  
Learning Activity ◽  
Clinical Simulation ◽  
Nontechnical Skills ◽  
Before And After ◽  
And Performance ◽  
Teaching Learning

Abstract Introduction: A powerful methodology for teaching, learning, and researching is clinical simulation, which has positioned itself in recent decades in health science education. However, due to the COVID-19 pandemic, social distancing has forced institutions to leave simulation centers and make use of new alternatives that allow the continuation of educational programs through virtual environments.Methods: We carried out a before-and-after design study that used online-synchronized clinical simulation (OSCSim) in three Latin American clinical simulation centers (Colombia, Ecuador, and Mexico). The educational intervention included briefing, COVID-19 simulated cases, and structured debriefing through a meeting platform. We assessed the participants' learning and performance in diagnosis, treatment, and nontechnical skills for the management of patients with COVID-19. Satisfaction and learning perception were measured. The debriefing quality was evaluated from the student's perspective.Results: We had 106 participants. 46.2% from Colombia, 31.1% from Mexico, and 22.6% from Ecuador. A total of 51.9% were men, and the median age was 23 years (IQR: 22-26). A total of 34.9% were fourth-year students of medicine, 38% were fifth-year students, and 21.7% were anesthesia residents. Fourteen OSCSim sessions were performed; cognitive engagement was 43.4%, mainly interactive. A relationship was found between cognitive engagement, learning, situational awareness, and realism in the simulation. The quality of debriefing was ranked high by the participants, and they also agreed with the OSCSim methodology.Conclusion: OSCSim is an active and social learning activity that enables training and improvement of nontechnical skills and declarative knowledge about COVID-19 management. Nevertheless, it needs to be complemented in the procedural aspect in simulation centers.

scholarly journals Online-synchronized clinical simulation: an efficient teaching-learning option for the COVID-19 pandemic time and: beyond

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Diego Andrés Díaz-Guio ◽  
Elena Ríos-Barrientos ◽  
Pablo Andrés Santillán-Roldan ◽  
Santiago Mora-Martinez ◽  
Ana Sofía Díaz-Gómez ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Latin American ◽  
Health Science ◽  
Face To Face ◽  
Clinical Simulation ◽  
Health Science Education ◽  
And Performance ◽  
Teaching Learning ◽  
Latin American Countries

AbstractFace-to-face clinical simulation has been a powerful methodology for teaching, learning, and research, and has positioned itself in health science education. However, due to the COVID-19 pandemic, social distancing has forced universities to abandon simulation centers and make use of alternatives that allow the continuation of educational programs safely for students and teachers through virtual environments such as distance simulation. In Latin America, before the pandemic, the use of non-presential simulation was very limited and anecdotal. This article has three main objectives: to establish the efficacy of online-synchronized clinical simulation in the learning and performance of medical students on the management of patients with COVID-19 in simulation centers of three Latin American countries, to determine the quality of the online debriefing from the students’ perspective, and to deepen the understanding of how learning is generated with this methodology.

scholarly journals Specialist Knowledge Practices of Craftsmen and Clerics in Senegal

Africa ◽  
2009 ◽  
Vol 79 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Roy Dilley
Keyword(s):  
Knowledge Acquisition ◽  
Expert Knowledge ◽  
Social Processes ◽  
Social Consequences ◽  
Specialized Knowledge ◽  
Knowledge Practices ◽  
Hierarchical Relations ◽  
The Social ◽  
Specialist Knowledge ◽  
Relations Of Power

This article examines the specialized knowledge practices of two sets of culturally recognized ‘experts’ in Senegal: Islamic clerics and craftsmen. Their respective bodies of knowledge are often regarded as being in opposition, and in some respects antithetical, to one another. The aim of this article is to examine this claim by means of an investigation of how knowledge is conceived by each party. The analysis attempts to expose local epistemologies, which are deduced from an investigation of ‘expert’ knowledge practices and indigenous claims to knowledge. The social processes of knowledge acquisition and transmission are also examined with reference to the idea of initiatory learning. It is in these areas that commonalities between the bodies of knowledge and sets of knowledge practices are to be found. Yet, despite parallels between the epistemologies of both bodies of expertise and between their respective modes of knowledge transmission, the social consequences of ‘expertise’ are different in each case. The hierarchical relations of power that inform the articulation of the dominant clerics with marginalized craftsmen groups serve to profile ‘expertise’ in different ways, each one implying its own sense of authority and social range of legitimacy.

scholarly journals Expectation of Tertiary Students of Bangladesh from ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 56-64
Author(s):  
Saifa Haque
Keyword(s):  
Second Language Acquisition ◽  
Learning Style ◽  
Significant Role ◽  
English Language ◽  
Classroom Behavior ◽  
Structured Interviews ◽  
Education Management ◽  
Language Classroom ◽  
And Performance ◽  
Teaching Learning

Expectation influences motivation and performance in Second Language Acquisition (SLA). Students’ expectation also plays a significant role in curriculum development. This paper focuses on the expectations of the students in an English language classroom and how they want to be taught. From a study on 45 students of Stamford University Bangladesh, the researcher tried to find students’ expectations about content, factors behind the expectations and effects of expectations in a language classroom using semi-structured interviews. It was found that students have expectations regarding their course content, teaching-learning style and education management. Several factors such as professional need, education background, social beliefs, personal goals and personality of the students worked behind their expectations and their expectations played a significant role in their classroom behavior and performance. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12080 Journal of NELTA, Vol 19 No. 1-2, December 2014: 56-64

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

scholarly journals E-learning: The Scenario During COVID-19 Pandemic

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Archana Chirag Buch ◽  
Hetal Rathod ◽  
Raj Kamble
Keyword(s):  
Online Survey ◽  
Cross Sectional Study ◽  
Health Science ◽  
Male Students ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Science Courses ◽  
Learning Programs ◽  
E Learning ◽  
Teaching Learning

Background: E-learning is essential in health science education, and the COVID-19 pandemic has accelerated its utility. Objectives: The study aimed to observe the changes in the scenario of e-learning in Indian Medical Education during the COVID-19 pandemic. Methods: A descriptive cross-sectional study was conducted on 905 undergraduate health science students who agreed with an online survey. A questionnaire was prepared, including sociodemographic details, utilization of commercially available e-learning programs before the pandemic, and the scenario of teaching-learning activities during the COVID-19 pandemic. It was validated and circulated among medical students of various states across India through social media. Qualitative data were presented as numbers and percentages and quantitative data as mean (SD). Results: Of the 905 students surveyed, 69.17% (n = 626) were female students and 30.83% (n = 279) were male students. Besides, 85% (n = 395) of the students found commercial programs useful in clarifying concepts. Institutional e-learning was mandatory for 71.16% (n = 644) during the COVID-19 pandemic. Of the 644 students for whom e-learning was mandatory, 69.10% (n = 445) found tools like videoconferencing, Google classroom, zoom meetings, etc. useful in flexibility and autonomy. However, 50.47% (n = 325) of the students preferred a combined method of classroom teaching and e-learning, whereas only 9.93% (n = 64) of students preferred only e-learning as a method of teaching. They were satisfied with institutional programs for clarifying concepts (n = 386; 60%) and communication skills (n = 320; 50%). Conclusions: The utility of e-learning has increased during the COVID-19 pandemic. However, students preferred e-learning in combination with traditional teaching, especially in health science courses.

scholarly journals COFCOE: Continuous Oral Feedback Continuous Oral Evaluation for Continuous Active Learning in Outcome Based Education, Teaching, Learning and Evaluation (OBTLE)

2021 ◽  
Author(s):  
Debaprasad Mukherjee ◽  
Gour Sundar Mitra Thakur
Keyword(s):  
Active Learning ◽  
Performance Indicators ◽  
Learning Assessment ◽  
Inquiry Based Learning ◽  
Oral Feedback ◽  
Outcome Based Education ◽  
Revised Bloom's Taxonomy ◽  
Socratic Questioning ◽  
And Performance ◽  
Teaching Learning

A new and extremely effective teaching-learning-assessment methodology is introduced for continuous active learning in outcome based education (Teaching, Learning and Evaluation-OBTLE). This method addresses the modern methods of education like personalized learning, participatory learning, peer evaluation, revised Bloom's Taxonomy, and all graduate Attributes including the corresponding competencies and performance indicators. Most importantly this method encourages socratic questioning which facilitates inquiry based learning, which is being projected as the future of learning in any context. The method may be extremely useful to identify and take remedial measures for students who may need additional attention from teachers.

App Design and Implementation for Learning Human Anatomy Through Virtual and Augmented Reality

2021 ◽  
pp. 72-87
Author(s):  
Santiago González Izard ◽  
Juan Antonio Juanes Méndez
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Health Science ◽  
Human Anatomy ◽  
Science Students ◽  
Anatomical Structures ◽  
Transmission Of Knowledge ◽  
Virtual And Augmented Reality ◽  
Teaching Learning ◽  
App Design

The influence of augmented reality (RA) and virtual reality (RV) techniques is analyzed in the process of teaching-learning for the human anatomy subject, in particular in health science students. For this purpose, two applications have been designed for mobile devices and virtual reality glasses with the purpose of incorporating these techniques in teaching for the study of human anatomy to facilitate the students with better learning of anatomical body contents through these technological procedures. In this way it is intended to achieve a better transmission of knowledge to students in an effective, visual, interactive, and close way. The authors believe that these technological tools constitute an excellent complementary medium to the traditional atlases, facilitating the learning of the anatomical structures.

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