scholarly journals Differences in echocardiography interpretation techniques among trainees and expert readers

2021 ◽  
Author(s):  
David Roy Anderson ◽  
Sarah Blissett ◽  
Patricia O’Sullivan ◽  
Atif Qasim
Keyword(s):  
Diagnostic Accuracy ◽  
Systematic Approach ◽  
Qualitative Case Study ◽  
First Year ◽  
Educational Tool ◽  
Thought Processes ◽  
Advanced Imaging ◽  
Multiple Images ◽  
Novice Readers

Abstract Background Trainees learn transthoracic echocardiogram (TTE) interpretation through independently completing and reviewing selected portions of the study with experts. The diagnostic accuracy of novice TTE interpretation is known to be low and schema for reading TTEs systematically are lacking. The purpose of our study is to identify techniques experts use while reading TTEs which could be used to more effectively teach novice readers. Methods We performed a prospective qualitative case study to observe how experts and trainees interpret TTEs in an academic institution using a concurrent think aloud (CTA) method. Three TTEs of intermediate complexity were given to 3 advanced imaging fellows, 3 first year fellows and 3 expert TTE readers Participants filled out a report while reading and described aloud their thought processes. Sessions were video and audiotaped for analysis. Results Experts and advanced fellows used specific techniques that novices did not including: previewing studies, reviewing multiple images simultaneously, having flexibility in image review order and disease coding, and saving hardest elements to code for the end. Direct observation of TTE reading informed trainee inefficiencies and was a well-received educational tool. Conclusions In this single centered study we identified several unique approaches experts use to interpret TTEs which may be teachable to novices. Although limited in generalizability the findings of this study suggests that a more systematic approach to TTE interpretation, using techniques found in experts, might be of significant value for trainees. Further study is needed to evaluate teaching practices at other institutions and to assess whether implementation of these techniques by novices improves can improve their diagnostic accuracy and efficiency of reading at an earlier stage in their training.

scholarly journals Encouraging enough? A Case Study on Parental Feedback on New Assessment in Finnish Basic Education

2019 ◽  
Vol 7 (2) ◽  
pp. 189
Author(s):  
Jyrki Loima
Keyword(s):  
Basic Education ◽  
Qualitative Case Study ◽  
First Year ◽  
Education Curriculum ◽  
Teacher Student ◽  
Education School ◽  
Parent Assessment ◽  
Participatory Assessment ◽  
First Time

This is a qualitative case study of the parental feedback about participatory assessment done during the first year (2016) of the implementation of the reformed Finnish basic education curriculum. It covered grades 1-6 and was a first time to have a broader, tri-angulated teacher-student-parent assessment on learning and schooling. Consequently, parents were selected from those grades, being of various ethnic backgrounds. This case study was conducted in a Southern Finland basic education school. Resulting trends were obvious: parents regarded this kind of participatory assessment meaningful. Second, the newer the whole schooling and curricula update was for parents, the better was the participatory feedback. As a result of this study, it is clear that while the discussion and longitudinal studies on learning and assessment are still on-going, there is no rush to return into an old system and heavy, centralized assessment instruction patterns. On the contrary, this study showed beneficial elements and development triggers towards even more collaborative and encouraging assessment.

scholarly journals The value of embedding work-integrated learning and other transitionary supports into the first year curriculum: Perspectives of first year subject coordinators

2021 ◽  
Vol 12 (2) ◽  
pp. 51-64
Author(s):  
Hannah Milliken ◽  
Bonnie Dean ◽  
Michelle J. Eady
Keyword(s):  
Qualitative Case Study ◽  
Career Readiness ◽  
First Year Experience ◽  
First Year ◽  
Integrated Learning ◽  
Work Experiences ◽  
Tertiary Institutions ◽  
Single Degree ◽  
Work Integrated Learning

The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing both a successful transition into university as well as an orientation to the profession is under-developed. Work-integrated learning is a leading pedagogy in tertiary institutions to build student’s career-readiness by applying theory within work experiences. However, despite the growth of WIL across discipline contexts, little is known about the prevalence and impact of WIL practices within the first year of tertiary study. The purpose of this study was to explore the perspectives of those who design and facilitate first year subjects on the value of embedding WIL and other transitionary supports into the first year curriculum. A qualitative case study was employed, with interviews from ten first-year subject coordinators within a single degree and institution. The findings reveal three crucial areas of transition in the first year: Transition into learning, Transition into being a student, and Transition into becoming a professional. Recommendations centre on benefits of a whole-of-course approach to transition and WIL for developing students with the necessary knowledge and skills to succeed both at university and into the workplace.

Drowning Digitally? How Disequilibrium Shapes Practice in a Blended Learning Charter School

2016 ◽  
Vol 118 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Andrea J. Bingham
Keyword(s):  
Blended Learning ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Deep Understanding ◽  
First Year ◽  
New School ◽  
School Model ◽  
Face To Face Instruction ◽  
K 12

Background/Context Blended learning—a learning model in which online learning is combined with face-to-face instruction to provide a more personalized learning experience for students—has shown enormous growth in recent years. Though many policymakers and educators are optimistic about the potential of blended learning to provide the type of personalized education encouraged by current policy (Race to the Top, ConnectED, etc.), few studies have investigated blended learning in K—12 contexts beyond questions of effects. Purpose/Objective This qualitative case study examines the execution of a blended school model to understand teachers’ roles and practices in that environment. In this article, Cultural Historical Activity Theory (CHAT) provides the framework for tracing how instructional practices and teachers’ roles develop throughout the first year of the school and for understanding how contextual factors interact to influence this development. Research Design This article reports findings from the first year of an ongoing qualitative case study, designed to examine teachers’ instructional roles and practices in a blended charter high school. The research team collected a variety of data in order to garner a rich, deep understanding of the contextualized experiences of teachers, including more than 60 observations; two rounds of interviews; and a year's worth of email correspondence, documents, and artifacts. Conclusions/Recommendations The original vision for teacher practice broke down to varying levels in each classroom, with all teachers exhibiting a return to the pedagogical roles and practices with which they were most comfortable. The tensions, frustrations, and contradictions experienced by teachers throughout the year demonstrate the need for better planning and professional development prior to the full enactment of a new school model, particularly one in which technology plays a large role. For example, administrators and teachers must address how teachers will know that students are using technology productively. Further, because teachers’ roles may change in a blended school, these roles need to be defined, and teachers need to be provided with support and training around these roles first, before the students show up. In addition, if an online curriculum is expected to bear the responsibility of assessment and data production, it must first be vetted to ensure that the assessments are rigorous and the data is accurate. Finally, there needs to be planning around how the classroom space should be organized to promote learning, how students will be trained to self-direct, and how teachers will facilitate learning.

scholarly journals A Novice Bilingual Teacher’s Journey: Teacher’s Noticing as a Pathway to Negotiate Contradictory Teaching Discourses

2017 ◽  
Vol 19 (2) ◽  
pp. 146
Author(s):  
Sandra I Musanti
Keyword(s):  
Bilingual Education ◽  
Recent Work ◽  
Qualitative Case Study ◽  
Novice Teacher ◽  
First Year ◽  
Teacher Noticing ◽  
Pedagogical Discourse ◽  
Bilingual Teaching ◽  
Teaching Discourses

This qualitative case study investigates a fourth grade novicebilingual teacher’s repertoire of practice during her first year of teaching.Drawing on recent work on teacher noticing, the study explores how theteacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching whilequestioning practices and policies and how she negotiated contradictionsthrough multiple attempts to redefine her teaching practices. Findings showhow the teacher’s ability to notice framed her possibility to bridge herunderstandings about teaching, her critical pedagogical discourse, and thecontextual contradictory discourses predominant in her school about bilingual education.

scholarly journals Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study

2014 ◽  
Vol 34 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Kyle C. Ellis
Keyword(s):  
Academic Advising ◽  
Qualitative Case Study ◽  
Academic Support ◽  
First Year ◽  
Academic Experience ◽  
Undecided Students ◽  
Research Activity ◽  
First Year Students ◽  
Individual Interviews

Often the frontline campus representatives who interact with undecided students, academic advisors receive the opportunity to offer academic support and guidance during the academic journey, which especially benefits first-year students trying to navigate this new and challenging endeavor. As a result of their unique position, advisors have the potential to influence both students' academic experience and satisfaction with the institution. This qualitative case study focuses on the advising experiences of first-year students who were undecided in their majors while attending a high-research-activity institution. Through individual interviews, participants articulately revealed how they made meaning of academic advising.

Qualitative Case Study Research Design

2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jennifer Tetnowski
Keyword(s):  
Research Design ◽  
Real World ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

Sign in / Sign up

Export Citation Format

Share Document