scholarly journals Obesity: the new metabolic frontier

2004 ◽  
Vol 2 (2) ◽  
pp. 10
Author(s):  
D.K. Yokaichiya ◽  
D.R. Araujo ◽  
J.A. Silva ◽  
B.B. Torres ◽  
E. Galembeck
Keyword(s):  
Learning Strategies ◽  
Cellular Response ◽  
Educational Software ◽  
Teaching Strategy ◽  
Educational Tool ◽  
Chat Rooms ◽  
Web Based ◽  
Nutrition Course ◽  
Active Learning Strategies ◽  
The Relationship

Working on active learning strategies for web based courses, the Biochemical Education Research groupfrom USP and Unicamp;s departments of Biochemistry has developed the educational software Obesity:the new metabolic frontier. The software was designed to be used as a major reference to study thissubject on 2003 Biochemistry of Nutrition course, and was based on the most recent publications aboutobesity, specially concerning the leptin role in this metabolic disturb. The most relevant characteristicof this software is the use of animated models to represent the cellular response and the presentationof many other mechanisms involved in obesity. We also intended to focus the relationship betweenleptin and other mechanisms that lead to obesity. The teaching strategy consisted in providing thestudents with the software and a text about Obesity. After few days, they should discuss the topic ina two-hour synchronous discussions chat-rooms (specially designed for this purpose), with a TeachingAssistant;s (TA) help. After the discussion, the students were asked to answer an evaluation surveyabout the activity and the software ecience to the learning process. The TAs were asked to evaluatethe software as a tool to help in teaching process. In the following week the students had to go backto the chat-rooms for an online synchronous test. The results of this experience (students and TAssatisfaction) were very clear and stimulated us to go on with software development and to improvethe use of this kind of educational tool in Biochemistry classes.

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

Who wants to be a physician? An educational tool for reviewing pulmonary physiology.

2000 ◽  
Vol 24 (1) ◽  
pp. 30-37 ◽  
Author(s):  
J R Moy ◽  
D W Rodenbaugh ◽  
H L Collins ◽  
S E DiCarlo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Educational Game ◽  
Pulmonary Mechanics ◽  
Educational Tool ◽  
Evaluation Instrument ◽  
Pulmonary Physiology ◽  
Active Learning Strategies ◽  
Popular Television

Traditional review sessions are typically focused on instructor-based learning. However, experts in the field of higher education have long recommended teaching modalities that incorporate student-based active-learning strategies. Given this, we developed an educational game in pulmonary physiology for first-year medical students based loosely on the popular television game show Who Wants To Be A Millionaire. The purpose of our game, Who Wants To Be A Physician, was to provide students with an educational tool by which to review material previously presented in class. Our goal in designing this game was to encourage students to be active participants in their own learning process. The Who Wants To Be A Physician game was constructed in the form of a manual consisting of a bank of questions in various areas of pulmonary physiology: basic concepts, pulmonary mechanics, ventilation, pulmonary blood flow, pulmonary gas exchange, gas transport, and control of ventilation. Detailed answers are included in the manual to assist the instructor or player in comprehension of the material. In addition, an evaluation instrument was used to assess the effectiveness of this instructional tool in an academic setting. Specifically, the evaluation instrument addressed five major components, including goals and objectives, participation, content, components and organization, and summary and recommendations. Students responded positively to our game and the concept of active learning. Moreover, we are confident that this educational tool has enhanced the students' learning process and their ability to understand and retain information.

scholarly journals 1313. Does Time Fly When Having Fun? A Study Assessing the Relationship Between Estimated Time on Task and Enjoyment of Infectious Diseases Serious Games

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S401-S402
Author(s):  
Meghan Jeffres ◽  
Lauren R Biehle
Keyword(s):  
Infectious Diseases ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Time Estimation ◽  
Time On Task ◽  
Board Game ◽  
Student Rated ◽  
Actual Time ◽  
Active Learning Strategies ◽  
The Relationship

Abstract Background Mastering the fundamentals of infectious diseases (ID) requires students to memorize large volumes of material about pathogens, antibiotics, patients, and the interactions between the three. It is hypothesized that there is a positive relationship between time on task and engagement. The objective of this study was to explore the relationship between enjoyment of a serious game and the estimated time spent playing. Methods During a one-time session, students from two colleges of pharmacy engaged in three ID game-based active learning strategies each lasting a pre-specified time. These strategies included a card game about calculations (Fightin Figures, FF), a quiz game about antibiotic fundamentals (Rapid Rounds, RR), and a board game using NAPLEX practice examination questions (Pills and Placebos, PP). Students completed a survey for each game assessing enjoyment and estimated time spent playing each game. Results Eighty-four students participated. Demographics of the sample include female 53%, mean age 26.7 years, and mean GPA 3.6. Using a Likert scale from 1–10 (1 = not enjoyable, 10 = very enjoyable) student rated each game: FF 6.5 ± 2.2, RR 7.2 ± 2.3, PP 8.4 ± 1.8. The time estimation ratio, calculated by dividing the estimated time by the actual time for each game was 0.9 ± 0.5 for FF, 1.5 ± 0.6 for RR, and 1.0 ± 04 for PP. The percentage of students who underestimated time spent playing was 57% for FF, 8% for RR, and 41% for PP. There were no differences in time estimation ratio based on sex, age, or GPA. Conclusion Although a small study, there was no trend toward association of time underestimation and enjoyment of these teaching methods. Students enjoyed the board game PP the most yet the time estimation ratio was 1.0, indicating estimated and actual time on task were the same. Students enjoyed FF the least but this was the only game they underestimated time spent on task. Disclosures All authors: No reported disclosures.

scholarly journals Utilizing Human Patient Simulators (HPS) To Meet Learning Objectives Across Concurrent Core Nursing Courses: A Pilot Study

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Charman L. Miller ◽  
Camille Leadingham ◽  
Ronald Vance
Keyword(s):  
Pilot Study ◽  
Learning Strategies ◽  
Associate Degree ◽  
Teaching Strategy ◽  
Patient Simulation ◽  
Human Patient ◽  
Human Patient Simulators ◽  
Patient Simulators ◽  
Active Learning Strategies ◽  
Nursing Courses

Associate Degree Nursing (ADN) faculty are challenged by the monumental responsibility of preparing students to function as safe, professional nurses in a two year course of study.   Advances in computer technology and emphasis on integrating technology and active learning strategies into existing course structures have prompted many nurse educators to explore the use of Human Patient Simulation (HPS) utilizing high-fidelity human patient simulators.  This pilot study was designed to assist ADN faculty to determine students’ perceptions regarding the use of HPS scenarios as a teaching strategy to meet course objectives across multiple core ADN nursing courses in a single quarter.

scholarly journals Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices

2018 ◽  
Vol 17 (3) ◽  
pp. ar47 ◽  
Author(s):  
Oriana R. Aragón ◽  
Sarah L. Eddy ◽  
Mark J. Graham
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Growth Mindset ◽  
Successful Implementation ◽  
College Level ◽  
Theories Of Intelligence ◽  
Faculty Beliefs ◽  
Learning Practices ◽  
Active Learning Strategies ◽  
The Relationship

Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors’ perspectives on learning, however, may or may not be aligned with this. One belief held by some educators is that intelligence is fixed, that is, some students are more intelligent and have a higher ability to learn than others. Instructors with a fixed mindset may not be convinced that their investment in developing active-learning materials will be as fruitful as the education evidence suggests, because these instructors may not believe that most students can grow in their learning. Here, we explored the relationship between fixed mindsets and the adoption of active-learning strategies. We found that instructors with higher fixed mindsets were less persuaded that active-learning strategies were a good idea and less likely to implement the teaching practices. Our research suggests that development initiatives should explicitly address educators’ lay theories of intelligence ( fixed or growth mindset) to support successful implementation of active learning.

Insulin and leptin relations in obesity: a multimedia approach

2008 ◽  
Vol 32 (3) ◽  
pp. 231-236 ◽  
Author(s):  
Daniela K. Yokaichiya ◽  
Eduardo Galembeck ◽  
Bayardo B. Torres ◽  
José Antônio Da Silva ◽  
Daniele R. de Araujo
Keyword(s):  
Public Health ◽  
Type Ii Diabetes ◽  
Cellular Response ◽  
Teaching Assistants ◽  
Public Health Problem ◽  
Type Ii ◽  
Educational Tool ◽  
Web Based ◽  
Design Software ◽  
Evaluation Survey

Obesity has been recognized as a worldwide public health problem. It significantly increases the chances of developing several diseases, including Type II diabetes. The roles of insulin and leptin in obesity involve reactions that can be better understood when they are presented step by step. The aim of this work was to design software with data from some of the most recent publications on obesity, especially those concerning the roles of insulin and leptin in this metabolic disturbance. The most notable characteristic of this software is the use of animations representing the cellular response together with the presentation of recently discovered mechanisms on the participation of insulin and leptin in processes leading to obesity. The software was field tested in the Biochemistry of Nutrition web-based course. After using the software and discussing its contents in chatrooms, students were asked to answer an evaluation survey about the whole activity and the usefulness of the software within the learning process. The teaching assistants (TA) evaluated the software as a tool to help in the teaching process. The students' and TAs' satisfaction was very evident and encouraged us to move forward with the software development and to improve the use of this kind of educational tool in biochemistry classes.

scholarly journals Web-based Formative Assessment Through Clinical Cases: Role in Pathophysiology Teaching.

2020 ◽  
Author(s):  
Nerea Fernandez Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Performance Results ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background. Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods. Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results. Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P=0.009). Conclusion. Formative assessment through web-based clinical cases increases knowledge acquisitions in pathophysiology, mainly in students with intermediate performance.

Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism

2018 ◽  
Vol 21 (3) ◽  
pp. 203-216 ◽  
Author(s):  
Andrew R du Rocher
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Strategies ◽  
Attentional Control ◽  
Self Efficacy ◽  
Negative Attitude ◽  
Learning And Teaching ◽  
Active Learning Strategies ◽  
Study Motivation ◽  
The Relationship

Active learning strategies, goals, values, self-efficacy and thus study motivation are all thought to affect the depth of student engagement with their work. Plagiarism is a common problem and must reflect a shallow level of student engagement. Cognitive perspectives on learning and teaching should consider how variations in attentional control might be implicated in both study motivation and plagiarism. This study aimed to elucidate the relationship between these variables, with the intention of informing learning and teaching practices. Increased self-efficacy, active learning strategies and learning values were robustly related to a more negative attitude towards plagiarism. Attentional control was unrelated to attitudes towards plagiarism, but was robustly related to increased self-efficacy and active learning strategies. Research concerning how both active learning and self-efficacy are affected by attentional control processes should be instrumental in improving teaching techniques. Increasing students’ active learning and self-efficacy during their degree should prove to be of particular utility when developing plagiarism interventions.

scholarly journals Wicked Problems Through a New Lens: Combining Active Learning Strategies for Solutions-Oriented Teaching

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Katherine Elizabeth Bishop-Williams
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Wicked Problems ◽  
Multiple Perspectives ◽  
Complex Problems ◽  
Large Complex ◽  
Future Challenges ◽  
Active Learning Strategies

Abstract: Wicked problems are large, complex problems involving multiple perspectives that present substantial future challenges. These challenges can be overwhelming for learners and pose difficulties in teaching for instructors. Herein a solutions-oriented teaching strategy that amalgamates proven active learning strategies is presented along with a step-by-step guide and materials list. Evidence of student learning is provided. This strategy provides students the opportunity to view complex, wicked problems from multiple perspectives and to visualize their role in future solutions.

Active Learning Strategies in Enhancing Learning among College Students

2015 ◽  
pp. 202-214
Author(s):  
Caroline C. Chemosit ◽  
John K. Rugutt ◽  
Viviline Ngeno ◽  
Dorothy Soi
Keyword(s):  
College Students ◽  
Active Learning ◽  
Regression Model ◽  
Learning Strategies ◽  
Secondary Data ◽  
Multiple Regression Model ◽  
State University ◽  
The Usa ◽  
Active Learning Strategies ◽  
The Relationship

This chapter explores the relationship between active learning strategies and skills and attributes that enhance learning (SAEL) among college students. Developing skills and attributes that enhance learning (SAEL) among college students is critical to student success and persistence in college. Additionally, SAEL help the students develop a sustained learning commitment while in college and after graduation. However, little evidence is there to show how higher education institutions are equipping students with SAEL. This study seeks to investigate if there is a relationship between active learning strategies (ALS) and SAEL. Secondary data from the 2007 National Survey of Student Engagement (NSSE) at a Midwestern state university in the USA were employed to examine the relationship between ALS and SAEL. The results of the analysis showed positive significant correlations between ALS and SAEL components, (p < 0.001). Multiple regression model showed that ALS predictor variables significantly predict SAEL, R2 = .196, R2adj = .188, F (7, 731) = 25.38, p < .001. The regression model accounts for 19.6% of variance in SAEL.

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