Flipped Classroom Teaching and Learning Pedagogy in the Program Planning, Implementation, and Evaluation Graduate Course: Students’ Experiences

2019 ◽  
Vol 6 (3) ◽  
pp. 222-228
Author(s):  
Bojana Berić-Stojšić ◽  
Naiya Patel ◽  
Janice Blake ◽  
Daryl Johnson
Keyword(s):  
Public Health ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Program Planning ◽  
Learning Experiences ◽  
Class Discussion ◽  
Classroom Learning ◽  
Spearman's Rho ◽  
Spearman’S Rho ◽  
Planning Implementation

This article provides support to flipped classroom pedagogy in the preparation of graduate-level public health practitioners. We describe the participatory, interactive, collaborative, and liberating process of teaching and learning in the Program Planning, Implementation, and Evaluation course, and we provide the results of a cross-sectional study into students’ perceptions of this process. Our investigation found a significant positive correlation between students’ participation in class discussion and classroom learning experiences (Pearson r[49] = .40, p = .004). Study results confirm the students’ appreciation for the flipped classroom pedagogy. However, the results indicate no significant correlation between the students’ learning style preferences and participation in class discussion ( t[46] = −0.94, p = .34) or classroom learning experiences ( t[46] = 1.64, p = .11); likewise, there were no significant correlations between students’ academic achievement (i.e., GPA) and participation in class discussion (Spearman’s rho correlation: ρ sp[49] = .07, p = .60) or classroom learning experiences (Spearman’s rho correlation: ρ sp[49] = .17, p = .25). No significant association was found between both participation in class discussion and learning experiences, with demographic variables such as gender, age, semester in school, and type of employment. The current flipped classroom pedagogy allows for participation, growth, and development of all students enrolled in the course. We recommend more studies to further strengthen current evidence of the effectiveness of the flipped classroom pedagogical approach on both teaching and learning in public health courses.

scholarly journals EFFECTIVENESS OF FLIPPED CLASSROOM LEARNING IN THE ACHIEVEMENT OF COMPUTER SCIENCE AMONG HIGHER SECONDARY SCHOOL STUDENTS

2020 ◽  
Vol 7 (10) ◽  
pp. 452-457
Author(s):  
R. Latha ◽  
Ramakrishnan N.
Keyword(s):  
Computer Science ◽  
Learning Process ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Learning ◽  
School Students ◽  
Text Book ◽  
Theoretical Concepts ◽  
Video Lesson ◽  
Teaching Learning

Modern Techniques are introduced in teaching and learning process frequently one such technique is Flipped Classroom learning.  Where the pupils are asked to learn the contents given to them at their home from the available sources and they review the topics in their classroom.  Since every student collect information from various sources like YouTube, Video lessons, different types of educational apps, Magazines and sources from elders etc. the collection will be excellent to review and collective ideas can help them to learn better than routine blackboard chalk and talk method by doing.  So, they learn effectively and their doubts are cleared through discussion with peers in the presence of teacher.  The teacher can conclude the teaching learning process by giving extra information left untouched by the students.  The researcher is a computer science teacher so she took a lesson from Eleventh Standard Computer Science text book of State board in the 4th Chapter of Volume - I, "Theoretical Concepts of Operating System" and she prepared a video lesson, that video lesson is utilized by the students to learn the contents allotted to them.  The Conclusion of her studying, she found that flipped classroom learning is effectively impact in the course content to the students.

Flipping Online Learning in Public Health Graduate Education

2019 ◽  
Vol 6 (3) ◽  
pp. 212-221
Author(s):  
Lindsay P. Galway ◽  
Erin Cameron
Keyword(s):  
Public Health ◽  
Critical Thinking ◽  
Student Engagement ◽  
Health Education ◽  
Online Education ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Public Health Education ◽  
Graduate Level ◽  
The Impact

The flipped classroom approach, used for many years in the humanities and the basic sciences, is becoming increasingly popular in public health education. This article describes the implementation and evaluation of a master’s-level Environmental and Occupational Health course, a required course in a Master of Public Health program at a mid-sized Canadian university. The course was designed using a flipped classroom approach and delivered online using a learning management system and interactive web-conferencing technology. Using a pre- and postsurvey design, we assessed improvements in student’s self-reported knowledge and skills, student learning experiences in the course, and the impact of specific course components on critical thinking and student engagement. Our results suggest that this approach enabled the achievement of course learning outcomes and provided positive learning experiences overall. Additionally, we find that the course promoted critical thinking and enabled student engagement in the context of online education for this small group of graduate-level public health students. We conclude by discussing key lessons learned for providing optimal learning experiences and outcomes in online graduate-level public health education.

scholarly journals Development and assessment of a hospital admissions-based syndromic surveillance system for COVID-19 in Ontario, Canada: ACES Pandemic Tracker

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nicholas Papadomanolakis-Pakis ◽  
Allison Maier ◽  
Adam van Dijk ◽  
Nancy VanStone ◽  
Kieran Michael Moore
Keyword(s):  
Public Health ◽  
Surveillance System ◽  
Syndromic Surveillance ◽  
Situational Awareness ◽  
Hospital Admissions ◽  
Calculated Data ◽  
Global Public Health ◽  
Syndromic Surveillance System ◽  
Spearman's Rho ◽  
Spearman’S Rho

Abstract Background The COVID-19 pandemic has continued to pose a major global public health risk. The importance of public health surveillance systems to monitor the spread and impact of COVID-19 has been well demonstrated. The purpose of this study was to describe the development and effectiveness of a real-time public health syndromic surveillance system (ACES Pandemic Tracker) as an early warning system and to provide situational awareness in response to the COVID-19 pandemic in Ontario, Canada. Methods We used hospital admissions data from the Acute Care Enhanced Surveillance (ACES) system to collect data on pre-defined groupings of symptoms (syndromes of interest; SOI) that may be related to COVID-19 from 131 hospitals across Ontario. To evaluate which SOI for suspected COVID-19 admissions were best correlated with laboratory confirmed admissions, laboratory confirmed COVID-19 hospital admissions data were collected from the Ontario Ministry of Health. Correlations and time-series lag analysis between suspected and confirmed COVID-19 hospital admissions were calculated. Data used for analyses covered the period between March 1, 2020 and September 21, 2020. Results Between March 1, 2020 and September 21, 2020, ACES Pandemic Tracker identified 22,075 suspected COVID-19 hospital admissions (150 per 100,000 population) in Ontario. After correlation analysis, we found laboratory-confirmed hospital admissions for COVID-19 were strongly and significantly correlated with suspected COVID-19 hospital admissions when SOI were included (Spearman’s rho = 0.617) and suspected COVID-19 admissions when SOI were excluded (Spearman’s rho = 0.867). Weak to moderate significant correlations were found among individual SOI. Laboratory confirmed COVID-19 hospital admissions lagged in reporting by 3 days compared with suspected COVID-19 admissions when SOI were excluded. Conclusions Our results demonstrate the utility of a hospital admissions syndromic surveillance system to monitor and identify potential surges in severe COVID-19 infection within the community in a timely manner and provide situational awareness to inform preventive and preparatory health interventions.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals POS0584 ULTRASONOGRAPHY OF THE MEDIAN NERVE IN PATIENTS WITH RHEUMATOID ARTHRITIS UNDER SUSPICION OF CARPAL TUNNEL SYNDROME

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 525.1-525
Author(s):  
S. Tsiami ◽  
E. Ntasiou ◽  
C. Krogias ◽  
R. Gold ◽  
J. Braun ◽  
...  
Keyword(s):  
Rheumatoid Arthritis ◽  
Carpal Tunnel Syndrome ◽  
Median Nerve ◽  
Carpal Tunnel ◽  
Nerve Conduction Velocity ◽  
Sectional Area ◽  
Cross Sectional ◽  
Spearman's Rho ◽  
Spearman’S Rho ◽  
Tunnel Syndrome

Background:Carpal tunnel syndrome (CTS) is the most common nerve compression syndrome and a common extra-articular manifestation of rheumatoid arthritis (RA). Different causes of CTS are known, among them inflammatory and non-inflammatory pathologies. Electroneurography (ENG) of the median nerve, the method of choice to diagnose CTS, measures impairment of nerve conduction velocity without explaining its underlying cause. However, because the electrical stimulation is often not well tolerated, ENG results may come out inconclusive. Using greyscale ultrasonography (GS-US) provides anatomic information including a structural representation of the carpal tunnel.Objectives:To investigate the performance of nerve GS-US in the diagnosis of CTS in patients with RA.Methods:Consecutive patients with active RA under suspicion of CTS presenting to a large rheumatologic center were included. Both hands were examined by an experienced neurologist including ENG and a GS-US (ML linear probe with 6-15 Hz) of the median nerve. An established grading system for ENG (1), and an established system for GS-US based on cut-offs for the nerve cross sectional area (CSA) [mild: 0,11-0,13cm2, moderate: 0,14-0,15 cm2, severe: > 0,15 cm2 CTS (2)] were used. In addition, the Boston Carpal Tunnel Syndrome Questionnaire (BCTSQ) was used to assess CTS symptoms (3).Results:Both hands of 58 patients with active RA (n=116) and clinical suspicion of CTS (in 38 cases bilaterally) were included. After clinical examination, CTS was suspicious in 96 hands (82.8%), and 59 of all hands had a final diagnosis of CTS (50.9%). Of the latter, 43 hands (72.9%) had a positive ENG and 16 (27.1%) a positive GS-US finding only, while 30 hands (50.8%) were positive in both examinations.There was a good correlation of the cross-sectional area (CSA) as well as the CSA-ratio to the ENG findings: the larger the CSA, the more severe was the CTS as assessed by ENG (Spearman’s rho=0.554; p<0.001). The more severe the GS-US findings of CTS were, the more definite were the distal motor latency (Spearman’s rho=0.554; p<0.001) and sensible nerve conduction velocity of the median nerve (Spearman’s rho=-0.5411; p<0.001).In the 46 hands positive in GS-US, tenosynovial hypertrophy of the flexor tendons was detected in 19 hands (41.3%), 7 of which (36.8%) also showed an additional cystic mass. In these 19 patients, clinical complains were more severely present than in patients with non-inflammatory CTS, as assessed by the BCTSQ with a total score of 68.8±13.4 vs. 59.3±13.7, respectively (p=0.007).Conclusion:In patients with active RA and clinical complains of CTS, ultrasound examinations provide additional information about inflammation which is helpful for a diagnosis of CTS. Thus, ENG and nerve GS-US should be used complementary for a diagnostic workup of CTS in RA patients with a suspicion of CTS. Power-Doppler may further improve the diagnostic performance of GS-US.References:[1]Padua L et al. Acta Neurol Scand 1997; 96:211–217[2]El Miedany et al., Rheumatology (Oxford). 2004 Jul; 43(7):887-895[3]Levine DW et al. J Bone Joint Surg Am 1993; 75: 1585-1592Figure 1.BCTSQ scores in patients with diagnosis of CTS and absence or presence of RA-related tenosynovial hypertrophyDisclosure of Interests:None declared

Factors affecting thyroid volume in adolescent students attending a rural middle school in East Hangzhou, China

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Qiaoyong Liu ◽  
Yiqian Jiang ◽  
Lijun Shen ◽  
Jiming Zhu
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Growth And Development ◽  
Univariate Analysis ◽  
Thyroid Volume ◽  
Physical Development ◽  
School Students ◽  
Spearman's Rho ◽  
Spearman’S Rho ◽  
Rural Middle School

AbstractObjectiveTo investigate the thyroid volume (Tvol) and to explore factors that affects it among 12 to 15-year-olds attending a rural middle school in east Hangzhou, China.MethodsA cross-sectional survey of middle school students attending a rural middle school in east Hangzhou, China was conducted. Height, weight and other physical development related indicators in middle school students were measured. The thyroid size was measured using ultrasound, and the thyroid volume calculated.ResultsThe median (P25, P75) of the thyroid volume in 596 middle school students from a rural middle school in east Hangzhou, China was 6.69 (5.66, 7.98) mL. Our study enrolled 305 male students (51.2%) and 291 female students (48.8%). The height, weight and thyroid volume of middle school students increased with age. Univariate analysis revealed that height, weight, body mass index (BMI) and body surface area (BSA) were positive correlated with thyroid volume (p<0.01).The correlation between BSA and thyroid volume was significant (Spearman’s rho=0.473, p<0.01). Multiple linear regression analysis revealed that BSA was positive and significantly correlated with the thyroid volume (p<0.05). Regression equation was Y=−2.532 + 6.186×BSA.ConclusionThe thyroid volume is not only affected by age, but it is also affected by growth and development. Goiter cannot only be assessed based on age, gender and thyroid volume. However, this study established that BSA not only presented the strongest correlation with thyroid volume (Spearman’s rho=0.473), but also had a strong correlation with physical development, taking into account the growth and development of middle school students, and showed greater stability. Therefore, we recommend inclusion of BSA as a reference standard in the measurement of the thyroid volume.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

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