scholarly journals Web-based Orientation for New Faculty Members

2002 ◽  
Vol 77 (5) ◽  
pp. 460 ◽  
Author(s):  
ANNE WALLING ◽  
KAREN C. CHINN
Keyword(s):  
Faculty Members ◽  
New Faculty ◽  
Web Based

Usage of E-Resources by the Faculty Members and PG Students of Kempegowda Institute of Medical Sciences Hospital and Research Centre (KIMS), Bangalore, Karnataka: A Study

2019 ◽  
Vol 9 (2) ◽  
pp. 81-86
Author(s):  
H. M. Shashikala ◽  
S. Srinivasaragavan
Keyword(s):  
Information Search ◽  
Information Seeking ◽  
Vital Role ◽  
Faculty Members ◽  
Health Science ◽  
Research Centre ◽  
Medical Sciences ◽  
Web Based ◽  
Study Results ◽  
Effective Use

Web-based use of E-resources is playing a vital role for information seeking. In this direction the present study was conducted on the use of E-resources (e-books, e-journals, e-databases subscribed by Health Science Library and Information Network, HELINET Consortium and ERMED Consortium) by the faculty members and PG students of Kempegowda Institute of Medical Sciences and Information Centre, Bangalore, Karnataka State. A structured questionnaire was designed and distributed to faculty members and PG students (150) to know their effective use of e-resource for their study, teaching and research. A total of 135 filled in questionnaires were received and the response rate was 82.66%. The study results found that most of the teaching faculty and PG students preferred to search Google and Yahoo as search engine for their information search requirements. At the same time they consulted Pub Med and Science Direct and Ovid publisher’s journal databases to access E- resources.

Acculturation of New Faculty Members

2015 ◽  
pp. 55-87
Author(s):  
Gili Marbach-Ad ◽  
Laura C. Egan ◽  
Katerina V. Thompson
Keyword(s):  
Faculty Members ◽  
New Faculty

Web-Based Instructions

2010 ◽  
pp. 302-326
Author(s):  
Mohammed Saleh Al Balawi
Keyword(s):  
Higher Education ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Current Status ◽  
Critical Factors ◽  
Web Based ◽  
Factors Affecting ◽  
Higher Education System ◽  
Based Instruction ◽  
Insight Into

Factors affecting faculty decisions in the conventional university setup in Saudi Arabia for participating or not participating sin Web-based instruction (WBI) were investigated in this study. Incentives and barriers to WBI, faculty attitudes, and participants’ demographic information were also explored. The study was aimed to investigate the attitudes of the faculty members at three Saudi universities toward WBI in an effort to describe the current status of WBI in the Saudi higher education system. In addition, results of the study could also provide the Saudi universities and the faculty with insight into factors affecting adoption of WBI. Finally, since there have been few implementations of WBI across the country, it was important to explore how WBI is currently used in Saudi universities and to determine critical factors that could affect the implementation of WBI.

scholarly journals Challenges Facing New Educators: Expanding Teaching Strategies for Clinical Reasoning and Evidence-Based Medicine

2018 ◽  
Vol 13 (4) ◽  
pp. 359-366 ◽  
Author(s):  
Jessica L. Barrett ◽  
Craig R. Denegar ◽  
Stephanie M. Mazerolle
Keyword(s):  
Adult Learning ◽  
Learning Theory ◽  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Research Evidence ◽  
Faculty Members ◽  
Evidence Based ◽  
New Faculty ◽  
Constructivist Learning Theory ◽  
Based Medicine

Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the challenges facing new faculty members and present strategies for addressing them. Specific faculty challenges addressed include learning their roles as educators and teaching multifaceted concepts, such as clinical reasoning and evidence-based medicine. Background: Experience provides a framework for a professional to balance multiple demands, whether as a new instructor teaching or a clinician synthesizing information to determine a course of action. Many new educators do not have extensive experience either clinically or in the classroom. This can cause anxiety as educators are confounded by their roles and responsibilities. Students likewise lack experience and may not possess the ability to systematically analyze patient encounters or research evidence. Constructivist learning theory paired with adult learning principles can address the learning needs of faculty members and students alike. Recommendation(s): Programs must provide assistance for new faculty and implement strategies for students to learn reasoning skills. Use of constructivist learning theory and application of the adult learning model are ways to address these deficiencies. Integrating concepts of active learning and self-direction while aligning expectations and creating overlap between classroom and clinical domains can assist in addressing the challenges faced by new faculty and students. Conclusion(s): The systematic process of evidence-based decision making is grounded in utilizing evidence. Strategies must be identified and implemented throughout curricula to target and enhance students' abilities to organize and synthesize information. Educators must use new methods in their own learning and teaching to enhance their students' abilities. New faculty members in particular require assistance in negotiating their roles.

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 918-921
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
University Faculty ◽  
Web Based ◽  
Professional Students ◽  
College And University

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course.

From Orientation to Onboarding: A Survey-Based Departmental Improvement Program for New Radiation Oncology Faculty Physicians

2020 ◽  
Vol 16 (4) ◽  
pp. e395-e404
Author(s):  
John J. Cuaron ◽  
Erin F. Gillespie ◽  
Daniel R. Gomez ◽  
Atif J. Khan ◽  
Borys Mychalczak ◽  
...  
Keyword(s):  
Radiation Oncology ◽  
Intervention Program ◽  
Faculty Members ◽  
New Faculty ◽  
Post Intervention ◽  
Improvement Program ◽  
Assessment Scores ◽  
Faculty Orientation ◽  
Physician Assessment ◽  
Academic Center

PURPOSE: To evaluate physician-reported assessments of an established faculty orientation program for new radiation oncology physicians at a large academic center and to prospectively analyze the effects of an onboarding improvement program based on those assessments. MATERIALS AND METHODS: An anonymous survey was designed and distributed to physicians new to the department who received onboarding orientation between 2013 and 2017. Survey questions addressed the comprehensiveness, effectiveness, and utility of various orientation activities. On the basis of the survey results, an improved onboarding program was designed and implemented for nine new faculty members between May 2018 and November 2018. A post-intervention survey querying topics similar to those in the pre-intervention survey was distributed to the new faculty members. Descriptive statistics were generated to compare the pre-intervention and post-intervention groups. RESULTS: The overall rate of survey completion was 85% (17 of 20). The intervention program markedly improved physician assessment of comprehensiveness and effectiveness of the onboarding process. Physicians strongly and consistently identified mentor shadowing, on-the-job training, and other faculty mentorship activities as the most important components of an effective onboarding experience. CONCLUSION: An enhanced, tailored, person-oriented, formal onboarding improvement program significantly increased physician assessment scores of comprehensiveness and effectiveness of the faculty onboarding process. This model can serve as a framework for increasing physician preparedness, encouraging early physician mentorship, and ensuring a universal standard of quality across large practices.

scholarly journals Empowering Your Presentation Skills

2014 ◽  
Vol 8 (1) ◽  
pp. 100-104
Author(s):  
Hoi Ho ◽  
Michael S Cardwell ◽  
J Hector Aranda ◽  
Rene Hernandez
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
Imaging Modality ◽  
Point Of Care ◽  
Faculty Members ◽  
Clinical Settings ◽  
Web Based ◽  
User Friendly ◽  
And Training ◽  
Selection Of

ABSTRACT As technology continues evolving, ultrasonography has become increasingly the imaging modality of choice in many different clinical settings including hospital, clinic and point of care. Similarly, the expansion of internet has revolutionized the medical curriculum and training of the entire medical education continuum: undergraduate medical education, graduate medical education and continuing medical education. More importantly, technology and internet have transformed the traditional teacher-dependent classroom-based teaching into the learneroriented web-based learning. To empower the presentation, whether classroom-based or web-based, it's essential that faculty members apply principles of adult learning throughout the session. Newer version of PowerPoint (PPT) is powerful and user-friendly. However, faculty members should be familiar with fundamental guidelines for appropriate selection of fonts, character sizes, background colors, charts, graphs, animation and multimedia. In general, PowerPoint presentations prepared on Windowsbased computers can be run on Mac computers; however, presenters should be aware of compatibility issues across platform such as fonts or multimedia formats. Faculty can also easily turn the PowerPoint presentation into a powerful and interactive teaching tool of ultrasonography for unlimited number of learners by following simple guidelines of using PowerPoint and having minimum resources and technical support for software of voice over presentation, such as Camtasia or Captivate. How to cite this article Cardwell MS, Aranda JH, Hernandez R, Ho H. Empowering Your Presentation Skills. Donald School J Ultrasound Obstet Gynecol 2014;8(1):100-104.

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