scholarly journals 881 Delivering Consultant-Led Teaching During A Global Pandemic

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Connelly ◽  
T Ton
Keyword(s):  
Course Delivery ◽  
Quality Teaching ◽  
High Quality ◽  
Teaching Programme ◽  
Starting Time ◽  
Large Lecture ◽  
Global Pandemic ◽  
Natural Break ◽  
Lecture Theatre ◽  
Virtual Element

Abstract Aim Providing high quality teaching has become increasingly difficult as social distancing and disrupted schedules caused by the COVID-19 pandemic make large in-person gatherings impractical. Yet the need and demand for this has only increased. We sought to use an innovative virtual + in-person format to facilitate delivery. Method We designed a 6-session ENT teaching programme for GP trainees over 3 evenings. Each session was consultant-led, delivered in-person in a large lecture theatre, and simultaneously broadcast on Microsoft Teams. The in-person element was intended to permit practical demonstrations, e.g., of the Dix-Hallpike test, to supplement presenter’s videos. Attendees could attend in-person or virtually. Sessions were timed to allow staff from the nearby hospital to join immediately after work. Results All attendees attended virtually. And all felt that the video demonstrations were sufficient, and that in-person replication was unnecessary. Course delivery was rated ‘very good’ or ‘excellent’ by 88% (n = 17), and the course overall was rated similarly by 94%. Several comments suggested that in future we focus on virtual delivery by shifting the starting time later to “allow a natural break after work”. Conclusions The COVID-19 pandemic has altered many aspects of our lives, and teaching delivery is not immune to this. The overwhelming preference for virtual attendance amongst our cohort suggests that many doctors are comfortable with, and even enthusiastic for, this change, and that teaching can still be effective. Future iterations of this course will likely emphasise the virtual element and record the sessions to allow for time-shifted viewing.

scholarly journals Rapid, sensitive, full genome sequencing of Severe Acute Respiratory Syndrome Virus Coronavirus 2 (SARS-CoV-2)

2020 ◽  
Author(s):  
Clinton R Paden ◽  
Ying Tao ◽  
Krista Queen ◽  
Jing Zhang ◽  
Yan Li ◽  
...  
Keyword(s):  
Severe Acute Respiratory Syndrome ◽  
Sanger Sequencing ◽  
Respiratory Syndrome Virus ◽  
Full Genome ◽  
Miseq Sequencing ◽  
Genomic Information ◽  
Rt Pcr ◽  
Full Genome Sequencing ◽  
High Quality ◽  
Global Pandemic

AbstractSARS-CoV-2 recently emerged, resulting a global pandemic. Rapid genomic information is critical to understanding transmission and pathogenesis. Here, we describe validated protocols for generating high-quality full-length genomes from primary samples. The first employs multiplex RT-PCR followed by MinION or MiSeq sequencing. The second uses singleplex, nested RT-PCR and Sanger sequencing.

scholarly journals Learning Activities and Third-Year Medical Student Ratings of High Quality Teaching Across Different Clerkships

2006 ◽  
Vol 11 (1) ◽  
pp. 4603 ◽  
Author(s):  
Dario M. Torre ◽  
Deborah Simpson ◽  
D. Bower ◽  
P. Redlich ◽  
P. Palma-Sisto ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Ratings ◽  
Learning Activities ◽  
Quality Teaching ◽  
High Quality

scholarly journals Learning/Feedback Activities and High-Quality Teaching: Perceptions of Third-Year Medical Students during an Inpatient Rotation

2005 ◽  
Vol 80 (10) ◽  
pp. 950-954 ◽  
Author(s):  
Dario M. Torre ◽  
Deborah Simpson ◽  
James L. Sebastian ◽  
D Michael Elnicki
Keyword(s):  
Medical Students ◽  
Quality Teaching ◽  
High Quality ◽  
Inpatient Rotation ◽  
Teaching Perceptions

Drawing for Understanding, Insight, and Discovery

2019 ◽  
Vol 5 ◽  
pp. 22-33
Author(s):  
Juli K. Thorson ◽  
Keyword(s):  
Concept Mapping ◽  
Color Theory ◽  
Quality Teaching ◽  
Teaching Philosophy ◽  
High Quality

The literature on drawing provides a justification for using drawing in the teaching of philosophy. The aim of the essay is to show how drawing as a pedagogy, though unusual in philosophy, fulfills high-quality teaching desiderata: make it personal, go beyond the text, allow students to show and explain their work, and unify the work of the course. I explain these four desiderata and how students complete drawing exercises to develop understanding, generate insights, and make philosophic discoveries. I begin by explaining and justifying the pedagogical desiderata. I discuss the literature on drawing-to-learn and concept mapping and apply its insights to teaching philosophy. Finally, I describe my exercises on color theory, two-point perspective exercises, my modifications to concept mapping, and the use of summative drawings.

scholarly journals Grand Duchess Elizaveta Feodorovna as a patron of music education

2021 ◽  
pp. 409-420
Author(s):  
А.В. Громова
Keyword(s):  
Music Education ◽  
Quality Teaching ◽  
Practical Application ◽  
High Quality ◽  
Performance Arts ◽  
Stage Performance ◽  
And Performance

Статья посвящена покровительству Великой княгини Елизаветы Федоровны музыкальному образованию на примере двух основных московских училищ музыкального направления. Рассматриваются различные аспекты попечительства в целях качественного обеспечения учебного процесса, помощи «недостаточным учащимся», поощрения наиболее талантливых учеников, создания условий для широкого практического применения учащимися полученных знаний в лучших творческих коллективах России. Также уделено внимание содействию Великой княгини возникновению в России новых музыкальных и театральных направлений при участии преподавателей и выпускников Музыкально-драматического и Синодального училищ. The article is devoted to Grand Duchess Elizaveta Feodorovna’s activities as a patron of music education in Russia, focusing on the two main Moscow schools specializing in music as a case study. The author analyzes various aspects of her patronage aimed at providing high-quality teaching, assisting poor pupils, and encouraging the most talented ones, creating a wide basis for practical application of knowledge acquired by graduates in the best on-stage performance groups of Russia. Attention is also paid to the Grand Duchess’s effort to encourage new trends in Russian musical and performance arts through the contribution of the two Schools’ teachers and graduates.

scholarly journals Toward an Inclusive Teacher Education Program

2006 ◽  
Vol 3 (2) ◽  
Author(s):  
Nan Kurz ◽  
Peter V. Paul
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Novice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Well Being ◽  
Quality Teaching ◽  
Good Teacher ◽  
Subjective Well Being ◽  
High Quality

Although definitions of high quality teaching vary considerably, a good teacher capitalizes on the strengths of every student. Yet, novice teachers struggle to identify all students’ abilities. Many teachers describe inclusion practices as just another obstacle encountered in the classroom. Scholars seek to identify ways of changing this burden of inclusion mindset to a welcoming/enriching notion aligned with social justice agendas. In this paper, we discuss the need for pre-service teachers to enter the classroom with the disposition to focus on individual strengths and to understand how the diversity of students’ abilities and backgrounds contributes to the subjective well-being of the student population.

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