Teaching Unit Ops Lab in the Time of COVID

Background: Endoscopic sphenopalatine artery ligation (ESPAL) is the intervention of choice for refractory epistaxis in specialist ear, nose and throat (ENT)units and should be within the repertoire of competencies for all ENT trainees. Following its recent incorporation within the United Kingdom competency–based training syllabus as an explicit outcome standard, the ESPAL is not uncommonly being delivered by trainees under appropriate supervision. We assessed the efficacy and outcome of ESPAL in epistaxis management within our teaching hospitals. Methods: Retrospective, structured review of all ESPAL procedures performed for epistaxis between December 2005 and December 2013. The techniques of ligation, operator grade, and outcome were studied. Results: Sixty-five patients (41 male:24 female; average age of 58.2 years) were identified in whom 67 artery ligations were performed (63 unilateral; 2 bilateral). Overall, success rate of ESPAL was 92.3% (60/65), with 5 rebleed cases recorded within 30 days of the primary procedure. Sixteen (24.6%) underwent “clipping,” 26 (40.0%) had diathermy ligation, 18 (27.7%) had both clipping and diathermy, and in 5 (7.7%) patients, the ligation technique was not recorded. In 31 (47.7%) of 65 cases, a consultant was the principal surgeon. The remaining 34 (52.3%) of 65 cases were performed by trainees with (24, 70.6%) or without (10, 29.4%) supervision. There was no correlation between rebleed and operators’ grade, level of supervision, or ligation technique. Conclusion: With appropriate training, ESPAL can achieve hemostasis in teams of varying grades of operators without significant reduction in outcome. To further enhance the technical learning curve, the utility of simulation-based training could offer continuous and longitudinal development of skills.

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Barriers to discharge in an acute care medical teaching unit: a qualitative analysis of health providers’ perceptions

Journal of Multidisciplinary Healthcare ◽

10.2147/jmdh.s72633 ◽

2015 ◽

pp. 83 ◽

Cited By ~ 14

Author(s):

Barbara Okoniewska ◽

Maria Jose Santana ◽

Horacio Groshaus ◽

Svetlana Stajkovic ◽

Jennifer Cowles ◽

...

Keyword(s):

Qualitative Analysis ◽

Acute Care ◽

Health Providers ◽

Medical Teaching ◽

Teaching Unit

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A collective case study of supervision and competence judgments on the inpatient internal medicine ward

Perspectives on Medical Education ◽

10.1007/s40037-021-00652-1 ◽

2021 ◽

Author(s):

Tristen Gilchrist ◽

Rose Hatala ◽

Andrea Gingerich

Keyword(s):

Internal Medicine ◽

Clinical Supervision ◽

Clinical Teaching ◽

Senior Resident ◽

Structured Interviews ◽

Collective Case Study ◽

Teaching Unit ◽

Competency Based ◽

Trainee Competence

Abstract Introduction Workplace-based assessment in competency-based medical education employs entrustment-supervision scales to suggest trainee competence. However, clinical supervision involves many factors and entrustment decision-making likely reflects more than trainee competence. We do not fully understand how a supervisor’s impression of trainee competence is reflected in their provision of clinical support. We must better understand this relationship to know whether documenting level of supervision truly reflects trainee competence. Methods We undertook a collective case study of supervisor-trainee dyads consisting of attending internal medicine physicians and senior residents working on clinical teaching unit inpatient wards. We conducted field observations of typical daily activities and semi-structured interviews. Data was analysed within each dyad and compared across dyads to identify supervisory behaviours, what triggered the behaviours, and how they related to judgments of trainee competence. Results Ten attending physician-senior resident dyads participated in the study. We identified eight distinct supervisory behaviours. The behaviours were enacted in response to trainee and non-trainee factors. Supervisory behaviours corresponded with varying assessments of trainee competence, even within a dyad. A change in the attending’s judgment of the resident’s competence did not always correspond with a change in subsequent observable supervisory behaviours. Discussion There was no consistent relationship between a trigger for supervision, the judgment of trainee competence, and subsequent supervisory behaviour. This has direct implications for entrustment assessments tying competence to supervisory behaviours, because supervision is complex. Workplace-based assessments that capture narrative data including the rationale for supervisory behaviours may lead to deeper insights than numeric entrustment ratings.

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Teaching geography of Azerbaijan in the content of geography subject in secondary schools of general education

SCIENTIFIC WORK ◽

10.36719/2663-4619/62/136-140 ◽

2021 ◽

Vol 62 (01) ◽

pp. 136-140

Author(s):

Aytaj Vazeh Tagiyeva ◽

Keyword(s):

Secondary Schools ◽

General Education ◽

Education System ◽

Large Scale ◽

Problem Situation ◽

Modern Period ◽

Teaching Unit ◽

Research Questions ◽

Map Analysis ◽

11Th Grade

Summary In the modern period of reforms in the education system of our country, large-scale changes are reflected in the teaching of geography, including the teaching of geography in Azerbaijan. Thus, in the country's secondary schools, Azerbaijani geography is taught in all classes on the basis of the principle of succession in geography. Geography of Azerbaijan plays an important role in the teaching of geography in secondary schools. Out of 57 subjects taught in the 10th grade, 16 subjects are taught entirely in Azerbaijani geography. In the 11th grade, 7 out of 44 topics are discussed in their entirety, the geography of Azerbaijan. In addition, the information on the geography of Azerbaijan is reflected in the structure of the problem situation, asking research questions, systematization of information, creative application of the lesson, assessment stages. Key words: education, training, geography of Azerbaijan, map, analysis, assessment, teaching unit, subject, text, illustration, assignment

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New University Teaching Unit

BMJ ◽

10.1136/bmj.2.5006.1425 ◽

1956 ◽

Vol 2 (5006) ◽

pp. 1425-1425

Keyword(s):

University Teaching ◽

Teaching Unit

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Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: the ‘Calculia’ programme

South African Journal of Childhood Education ◽

10.4102/sajce.v4i3.232 ◽

2014 ◽

Vol 4 (3) ◽

pp. 23 ◽

Cited By ~ 1

Author(s):

Annemarie Fritz-Stratmann ◽

Antje Ehlert ◽

Gabriele Klüsener

Keyword(s):

Student Teachers ◽

Conceptual Development ◽

Practical Knowledge ◽

Individual Development ◽

Learning Support ◽

Remediation Strategies ◽

Teaching Unit ◽

Addition And Subtraction ◽

The Individual ◽

Mathematical Operations

This paper argues for teaching pre-service teachers about remediation strategies for learners who encounter problems in mathematics in the early grades. The premise is that all teachers should be equipped with theory-based practical knowledge to support learning. A few teaching sessions to develop the concepts that underlie the mathematical operations of addition and subtraction are introduced in this paper. An empirically validated, comprehensive model of cumulative arithmetic competence development from the ages of four to eight years forms the basis for the construction of the suggested teaching unit. The model distinguishes five competence levels of arithmetical conceptual development, and proposes that concepts build on one another hierarchically. A ‘part plus part is equivalent to whole’ model was constructed based on this hierarchical structure and the understanding that the concept of addition is a dynamic process. The teaching examples include exercises for all children, not only ones who struggle. Possibilities for adapting the exercises to the individual development level of slower or faster learners are also included. All exercises are accompanied by a reflection on the procedure and strategies applied in order to support meaningful and sustainable learning and to give student teachers the opportunity to use knowledge of mathematical cognition theory during their pre-service years.

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Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

Journal of Technology and Science Education ◽

10.3926/jotse.258 ◽

2017 ◽

Vol 7 (2) ◽

pp. 254

Author(s):

Roxana Acosta ◽

Marina Tomás-Folch ◽

Mónica Feixas

Keyword(s):

Teaching Practice ◽

Positive Impact ◽

Training Programme ◽

Teaching Quality ◽

Teaching Philosophy ◽

Engineering Sciences ◽

Teaching Unit ◽

Assessment Strategies ◽

The Impact ◽

And Training

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.

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