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

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.

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Expertise in French health forums

Health Informatics Journal ◽

10.1177/1460458216682356 ◽

2016 ◽

Vol 25 (1) ◽

pp. 17-26 ◽

Cited By ~ 1

Author(s):

Amine Abdaoui ◽

Jérôme Azé ◽

Sandra Bringay ◽

Natalia Grabar ◽

Pascal Poncelet

Keyword(s):

Medical Students ◽

Random Forest ◽

Text Categorization ◽

Random Forest Classifier ◽

Classification Models ◽

High Quality ◽

Categorization Task ◽

Medical Role

More and more health websites hire medical experts (physicians, medical students, experienced volunteers, etc.) and indicate explicitly their medical role in order to notify that they provide high-quality answers. However, medical experts may participate in forum discussions even when their role is not officially indicated. Detecting posts written by medical experts facilitates the quick access to posts that have more chances of being correct and informative. The main objective of this work is to learn classification models that can be used to detect posts written by medical experts in any health forum discussions. Two French health forums have been used to discover the best features and methods for this text categorization task. The obtained results confirm that models learned on appropriate websites may be used efficiently on other websites (more than 98% of F1-measure has been obtained using a Random Forest classifier). A study of misclassified posts highlights the participation of medical experts in forum discussions even if their role is not explicitly indicated.

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Podiatric Medical Resources on the Internet

Journal of the American Podiatric Medical Association ◽

10.7547/0960162 ◽

2006 ◽

Vol 96 (2) ◽

pp. 162-166 ◽

Cited By ~ 1

Author(s):

Charles R. Fikar

Keyword(s):

Medical Students ◽

Web Sites ◽

Medical Practitioner ◽

The Internet ◽

High Quality ◽

Medical Resources ◽

Reference Guide ◽

Internet Resources ◽

Potential Use ◽

Selection Of

An updated selection of high-quality Internet resources of potential use to the podiatric medical practitioner, educator, resident, and student is presented. Internet search tools and general Internet reference sources are briefly covered, including methods of locating material residing on the “invisible” Web. General medical and podiatric medical resources are emphasized. These Web sites were judged on the basis of their potential to enhance the practice of podiatric medicine in addition to their contribution to education. Podiatric medical students, educators, residents, and practitioners who require a quick reference guide to the Internet may find this article useful. (J Am Podiatr Med Assoc 96(2): 162–166, 2006)

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Grand Duchess Elizaveta Feodorovna as a patron of music education

Диалог со временем ◽

10.21267/aquilo.2021.76.76.019 ◽

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.

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881 Delivering Consultant-Led Teaching During A Global Pandemic

British Journal of Surgery ◽

10.1093/bjs/znab259.879 ◽

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.

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