Development and Use of a Novel Cardiovascular Simulator: Time for a Paradigm Shift?

2012 ◽  
Vol 78 (10) ◽  
pp. 1132-1136
Author(s):  
Peyman Benharash ◽  
Paul Frank ◽  
Brenda Hoy
Keyword(s):  
Teaching Methods ◽  
Paradigm Shift ◽  
Posttest Score ◽  
Traditional Classroom ◽  
Simulator Training ◽  
Training Performance ◽  
Physiological Feedback ◽  
Computer Based ◽  
Traditional Classroom Teaching ◽  
Cardiovascular Simulator

Understanding cardiovascular physiology, pharmacology, and treatment of shock is heavily emphasized in current medical school and surgical training. Performance of individuals in treatment of critical illness remains poor despite regular didactic sessions. We have developed a PC computer-based simulator capable of integrating basic hemodynamic parameters to dynamically generate a realistic patient monitor. The methodology includes physiological feedback as found in humans. The trainees are able to learn through a series of scenarios or ad lib manipulation of parameters. Participants including medical students, nurses, and residents were given a pretest before attending either a 30-minute didactic or a 10- or 30-minute simulator session. A posttest was administered to evaluate performance after the intervention. Twenty-four participants were equally randomized with 12 receiving simulator training. Although the two groups had similar pretest scores ( P > 0.5), the simulator group showed a 24 per cent improvement, whereas the lecture group showed a 10 per cent improvement in the posttest score ( P = 0.008). Simulations in surgery and critical care are in early stages of development. Access to such simulators on a personal computer can greatly enhance understanding of the cardiovascular system. These simulators appear to be very effective and may become an integral adjunct to traditional classroom teaching methods.

Podcasting the Whiteboard: A New Way of Teaching Engineers

2012 ◽  
Author(s):  
Damian M. Vogt ◽  
Torsten H. Fransson
Keyword(s):  
Learning Experience ◽  
Traditional Classroom ◽  
Lecture Hall ◽  
Traditional Lecture ◽  
Hands On ◽  
Prepared Material ◽  
Electronic Whiteboard ◽  
Computer Based ◽  
A New Technique ◽  
Traditional Classroom Teaching

The education of engineers largely relies on traditional classroom teaching in which a teacher instructs a subject using a variety of techniques ranging from the traditional blackboard (nowadays also whiteboard), over overhead to computer-based presentations. In order to deepen knowledge and get hands-on experience, students are often given practical exercises or case studies to perform, be it individually or in group in the form of a seminar. It is experienced that black- (or white) board based lectures are having an advantage over overheads / slide shows as knowledge is built up instantaneously at a natural pace rather than confronting students with pages of prepared material. The present paper presents a new technique herein referred to as “podcasted whiteboard lectures” in which lectures are given in a traditional lecture hall setup but with having the teacher lecturing by means of an electronic whiteboard. A key advantage of this technique is that it can be recorded and made available to students afterwards, which is here done using podcasting. It is experienced that the technique is very efficient for maximizing the students’ learning experience as one is given the possibility to follow a subject ubiquitous and at preferred pace. Another advantage is that animations and simulations can be integrated right into the lecture and into the same medium used for lecturing. The technique is thereby equally applicable to campus as well as distance-based teaching.

scholarly journals Dental Students and Faculty Perceptions of Teaching Methods: Traditional Classes, Online Virtual Classes, and Recorded Lectures

2021 ◽  
Vol 15 (1) ◽  
pp. 348-356
Author(s):  
Hayam A. Alfallaj ◽  
Ruba M. Alkadhi ◽  
Samah N. Alfuriji ◽  
Abdulmohsen A. Alfadley ◽  
Jolanta Aleksejūnienė
Keyword(s):  
Teaching Methods ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Dental Students ◽  
Faculty Members ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Significant Difference ◽  
Virtual Classes ◽  
Traditional Classroom Teaching

Background: Rapid advancement in technology has provided alternatives to traditional classroom teaching. Such instructional methods have gained increasing importance during the COVID-19 pandemic when physical classroom attendance was not possible. The study evaluated faculty’s and students’ perceptions concerning the online virtual classes and recorded lectures as compared to traditional classes delivered at the College of Dentistry, King Saud bin Abdulaziz University for Health Sciences. Materials and Methods: Surveys were developed and distributed to 34 faculty members and 186 students. Perceptions about virtual classes, recorded lectures, physical attendance, the effectiveness of different teaching methods, and overall experience were evaluated. Descriptive statistics were presented using frequencies and percentages. The Chi-square test compared the students’ and the faculty members’ responses. The level of significance was set at α =0.05. Results: Thirty-one faculty members and 149 dental students participated, and the overall response rates were 91.2% and 80.1%, respectively. While there was a general agreement on the usefulness of making recorded lectures available, a statistically significant difference (p<0.001) was found between students’ and faculty members’ views on making classroom-lecture attendance optional (67.1% of students and 12.9% of the faculty agreed/strongly agreed). Statistically significant differences (p<0.001) were found between the students and faculty members concerning the effectiveness of recorded lectures and attending online virtual classes as an alternative to classroom attendance. Conclusion: Overall, students were more accepting of technology than faculty members as a substitute for traditional classroom teaching. For a more efficient and satisfactory learning experience, both teaching methods should be considered in a blended-learning module.

scholarly journals From “Treasure Room” to “School Room”: Special Collections and Education

2006 ◽  
Vol 7 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Steven Escar Smith
Keyword(s):  
Traditional Classroom ◽  
Classroom Teaching ◽  
Special Collections ◽  
Traditional Classroom Teaching ◽  
The One ◽  
Definition Of ◽  
Guided Tours

Webster's Ninth New Collegiate Dictionary states that education involves learning and then defines learning as the acquisition of knowledge or understanding through study, instruction, or experience.1 This is the best and broadest definition of the term I know of and the one that most closely informs what I do in my work as director of the Cushing Memorial Library and Archives at Texas A&M University. I consider any activity that provides opportunities for study or experience as education. In a special collections environment, this includes traditional classroom teaching as well as many other undertakings—exhibits, displays, guided and self-guided tours, . . .

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

2012 ◽  
Vol 17 (5) ◽  
pp. 474-478 ◽  
Author(s):  
Manuel Arroyo-Morales ◽  
Irene Cantarero-Villanueva ◽  
Carolina Fernández-Lao ◽  
Miguel Guirao-Piñeyro ◽  
Eduardo Castro-Martín ◽  
...  
Keyword(s):  
Blended Learning ◽  
Ultrasound Imaging ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Approach ◽  
E Learning ◽  
Traditional Classroom Teaching

scholarly journals Research and Application of Hybrid Teaching Model of Landscape Architecture Engineering based on Cloud Course

2019 ◽  
Vol 3 (2) ◽  
pp. 140
Author(s):  
Zhenchao Wang
Keyword(s):  
Landscape Architecture ◽  
Traditional Classroom ◽  
Independent Learning ◽  
Main Body ◽  
Traditional Teaching ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Hybrid Teaching ◽  
Teachers And Students ◽  
Traditional Classroom Teaching

<p>Blended teaching, as an important part of current teaching reform, is a combination of information-based teaching and traditional classroom teaching, which is conducive to students' independent learning. Based on the connotation of cloud course, the cloud course teaching platform and traditional teaching methods are integrated into a new teaching system, aiming at making students become the main body of the class and letting teachers play a more guiding role. It has been proved by practice that this mixed teaching mode has a good teaching effect in the teaching of landscape architecture engineering, which can fully mobilize students' learning enthusiasm, increase the interaction between teachers and students, make the teaching content more diversified, more practical, and make the teaching of landscape architecture engineering more perfect.</p>

scholarly journals Computer-Based Connected-Text Training of Speech-in-Noise Perception for Cochlear Implant Users

2019 ◽  
Vol 23 ◽  
pp. 233121651984387 ◽  
Author(s):  
Tim Green ◽  
Andrew Faulkner ◽  
Stuart Rosen
Keyword(s):  
Cochlear Implant ◽  
Cognitive Abilities ◽  
Digit Span ◽  
Clinical Intervention ◽  
Primary Outcome Measure ◽  
Training Performance ◽  
Sentence Recognition ◽  
Speech In Noise ◽  
Connected Text ◽  
Computer Based

An interactive method for training speech perception in noise was assessed with adult cochlear implant users. The method employed recordings of connected narratives divided into phrases of 4 to 10 words, presented in babble. After each phrase, the listener identified key words from the phrase from among similar sounding foil words. Nine postlingually deafened adult cochlear implant users carried out 12 hr of training over a 4-week period. Training was carried out at home on tablet computers. The primary outcome measure was sentence recognition in babble. Vowel and consonant identification in speech-shaped noise were also assessed, along with digit span in noise, intended as a measure of some important underlying cognitive abilities. Talkers for speech tests were different from those used in training. To control for procedural learning, the test battery was administered repeatedly prior to training. Performance was assessed immediately after training and again after a further 4 weeks during which no training occurred. Sentence recognition in babble improved significantly after training, with an improvement in speech reception threshold of approximately 2 dB, which was maintained at the 4-week follow-up. There was little evidence of improvement in the other measures. It appears that the method has potential as a clinical intervention. However, the underlying sources of improvement and the extent to which benefits generalize to real-world situations remain to be determined.

scholarly journals The Challenges Faced in Technology-Driven Classes During COVID-19

2021 ◽  
Vol 19 (1) ◽  
pp. 17-39
Author(s):  
Sangeeta Sharma ◽  
Arpan Bumb
Keyword(s):  
Structural Model ◽  
Traditional Classroom ◽  
The Other ◽  
Primary Data ◽  
Ideal Solution ◽  
Computer Based Learning ◽  
Online Lectures ◽  
Order Preference ◽  
Computer Based ◽  
Interpretive Structural Model

In the wake of coronavirus pandemic, social distancing became a mandate that led to the transition from traditional classroom-based lectures to computer-based learning. This paper extensively deals with the ranking of the challenges faced by instructors and students. Primary data from 624 participants (399 students and 225 instructors) is collected through a questionnaire. To assign the ranking to the challenges, Technique of Order Preference Similarity to Ideal Solution (TOPSIS) is deployed. A contextual model is developed by using Interpretive Structural Model (ISM) technique that further provides recommendations for prioritizing the challenges that need to be addressed to mitigate the problems faced in online lectures in coronavirus situation. The number of variables is reduced to simplify the interpretation by exploratory factor analysis. The study also provides the basis to formulate the strategies for policymakers and administration after identifying which challenges need to be addressed first for mitigating all the other challenges.

scholarly journals Empirical Research on the Effectiveness of MOOCs in Developing Design Students on Sino-foreign Cooperation University Programs

2016 ◽  
Vol 11 (06) ◽  
pp. 19 ◽  
Author(s):  
Tiejun Zhu
Keyword(s):  
Online Teaching ◽  
Cooperative Education ◽  
Traditional Classroom ◽  
Innovative Teaching ◽  
Visual Communication Design ◽  
Design Students ◽  
Traditional Classroom Teaching ◽  
One Year ◽  
Positive Effect ◽  
Intervention Mechanism

Nowadays, the implementation of Sino-foreign cooperative education program has become an essential way to internationalize Chinese higher education.The large number of MOOC online resources currently available, and their innovative teaching modes has provided a new and novel channel to promote such programs. In order to systematically illustrate and reveal the effectiveness of utilizing MOOC in these projects, which sponsored by Undergraduate cooperative education project of visual communication design between Anhui Polytechnic University and University of Bridgeport, researchers carried out a one-year targeted and systematic tracking, investigation, comparative analysis, consultation, summary and the real-time assessment. Experimental data and detailed research results show that the MOOC intervention mechanism achieved a positive effect in promoting and supplementing students’ knowledge and understanding of their major. It not only strengthened students’ skills and literacy, it was also found to significantly promote traditional classroom teaching at Anhui Polytechnic University. The project proved successful with design students by combining in class and online teaching. It is recommended that such projects be further promoted and applied in the future.

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