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.

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.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

Using peer review in formative assessment to smooth the transition onto a postgraduate taught master’s course.

2021 ◽  
Author(s):  
Caroline E. Brett
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Formative Assessment ◽  
Peer Review ◽  
Review Process ◽  
Peer Review Process ◽  
Writing Skills ◽  
First Semester ◽  
Postgraduate Study ◽  
Academic Year

The transition from undergraduate to postgraduate study can be challenging and complex, with many students experiencing uncertainty and anxiety about the jump in academic requirements. Peer review has been shown to enhance students’ critical thinking and writing skills, and subsequent academic performance. This paper describes and evaluates the use of peer review in a formative assessment on a postgraduate taught master’s course. The associations between both given and received grades and feedback and subsequent academic performance were analysed. Peer feedback was shorter and contained fewer meaning-level comments than tutor feedback. Grades did not differ between peers and tutor and were positively associated with performance on similar assignments in first semester, but not over the academic year. Students reported that the peer review process enhanced their work by demonstrating how others approached a topic and encouraging them to ‘think like a marker’. The usefulness and feasibility of using peer review on taught master’s courses is discussed.

Thirty years of academic performance-enhancement with university students: Where have we been, where are we going?

2000 ◽  
Vol 17 (2) ◽  
pp. 7-23
Author(s):  
Anthony M. Grant
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Performance Enhancement ◽  
Statistical Significance ◽  
Teaching Style ◽  
Future Research ◽  
Self Directed Learning ◽  
First Semester ◽  
Meta Analyses

AbstractA number of reviews and meta-analyses in the past 30 years have described and evaluated interventions designed to enhance ocademic performance in university undergraduates. Reviewers’recommendations, however, have often remained unimplemented. This meta-review of reviews and meta-analyses of interventions published in the academic literature between 1969 and 1999 was aimed to determine which kinds of interventions have been successful in enhancing academic performance, to identify methodological shortcomings, and to suggest directions for future research and teaching practice. It was found that interventions are often successful at enhancing performance, with the recent trend towards cognitive-behavioural or metacognitive interventions showing most promise. However, there are widespread methodological shortcomings in the reviewed literature. Key recommendations for future research include random allocotion to treatment and control groups, the use of volunteer populations, exclusion of first semester students as research participants, use of nonanalogue outcome measures, and reporting of effect sizes rather than reliance solely on statistical significance as the index of success. A teaching style that fosters the use of metacognitive and self-directed learning strategies may further enhance contemporary teaching practice.

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 The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes.

2018 ◽  
Author(s):  
Sandra Raquel Gonçalves Fernandes ◽  
Paula Morais ◽  
Diana Mesquita ◽  
Marta Abelha ◽  
Sara Fernandes ◽  
...  
Keyword(s):  
Best Practices ◽  
Learning Strategies ◽  
Change Process ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Teaching Quality ◽  
First Semester ◽  
Openness To Change ◽  
Active Learning Strategies ◽  
Excellence In Teaching

This paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff in the achievement of this outcome. The objectives of the CET are to promote pedagogic training sessions for academic staff, to develop pedagogical resources and publications and to create a website for the dissemination of best practices and for the recognition of teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presemted in this paper.

scholarly journals Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation

2020 ◽  
Vol 10 (10) ◽  
pp. 283
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Félix Yllana Prieto
Keyword(s):  
Active Learning ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Stem Education ◽  
Positive Influence ◽  
Learning Performance ◽  
Post Test ◽  
Active Learning Strategies ◽  
And Mathematics ◽  
Motivation Effect

Sustainable science, technology, engineering, and mathematics (STEM) education involves lifelong education in various domains. Active learning strategies are receiving increased attention as an important tool, and particularly online-based formative assessment interfaces, although challenges to their use remain in sustainable and flipped STEM education. In this research, we observed pre-service teachers’ (PSTs’) performance and motivation in a university STEM course that was planned as a randomized examination of 71 students during a 2017/2018 course with an online interface for sustainable and flipped formative assessment. In terms of PSTs’ standardized performance and the motivation effect survey, we gathered and examined the data to observe pre- and post-test results on adaptive assignments. Additionally, feedback from/to instructors and their log records were recorded by the proposed interface. The results demonstrate the PSTs’ positive performance and motivation, and the feedback and log records reiterate its positive influence with 98.6% participation in the sustainable and flipped online formative assessment interface. Consequently, the foremost drawbacks and challenges that current and traditional STEM education are facing are meaningfully reflected by the results obtained. Thus, the platform allows PSTs to be more involved in experimental contexts and validates learning performance, and the motivations effect survey provides a sustainable and active learning methodology for their future profession.

scholarly journals A Course Redesign Project

2021 ◽  
Vol 9 (10) ◽  
pp. 333-341
Author(s):  
William H. Robertson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Introductory Biology ◽  
First Semester ◽  
Course Redesign ◽  
Active Learning Strategies ◽  
Cooperative Team ◽  
Open Education Resources

In the summer of 2019, a cooperative team of Biology faculty and a principal investigator worked to develop a solid set of aligned student learning outcomes across the sections of first semester (BIOL 1305) and second semester (BIOL 1306) of introductory Biology.  Additionally, the group worked on course objectives alignment within the scope and sequence of the courses, as well as aligned syllabi. A full course redesign was initiated over the summer, where the goal was to align student learning outcomes (SLOs), assessments, and develop a shared set of syllabi for six sections across two courses of introductory biology.  At UTEP, the overall goal was to integrate adaptive courseware technology tools, open education resources (OER) and active learning strategies within a course redesign in our Learning Management System (LMS), Blackboard, for a number of sections in Biology 1305 and Biology 1306 beginning in the spring of 2020. This is challenging, as much of adaptive courseware technology is not as strong in content as the Biology faculty would like for these classes, although it can help to substantially reduce the costs for students.  The information that follows defines the case study for integrating adaptive courseware within the course redesign process for a series of high enrollment introductory Biology courses

scholarly journals The effectiveness of a training program based on active learning strategies among students of the College of Basic Education and their logical thinking

2021 ◽  
Vol 58 (1) ◽  
pp. 4319-4326
Author(s):  
Wafa Abd Al-Razzaq Abbas Al-Anabi, Dr.Saeed Hussain Ali Al-Thallab
Keyword(s):  
Active Learning ◽  
Training Program ◽  
Learning Strategies ◽  
Basic Education ◽  
Logical Thinking ◽  
Partial Control ◽  
First Semester ◽  
College Of Basic Education ◽  
Active Learning Strategies ◽  
Experimental Group

The aim of the current research is to identify (the effectiveness of the training program based on active learning strategies among students of the College of Basic Education and their logical thinking, and to achieve the goal of the research, the experimental design with partial control was used for two equivalent groups, one experimental and the other a control. The research sample was chosen randomly from the research community and the number of the sample was selected) 80) male and female students, where the training program was applied to the members of the experimental group after the researcher built and prepared it by reviewing the studies and special resources in building programs as well as the literature on active learning and its strategies, as well as building and preparing the test for logical thinking, Where it was applied to all the research sample after the completion of the training program on the experimental group, which was for a period of (12) weeks in the first semester of the year (2019-2020), and the researcher reached a set of results through which conclusions, recommendations and proposals that feed the field were drawn Educational information that helps the development of the educational progress process.

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Introducing active learning experiences for physiology in a first semester subject

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Pam Lee Megaw ◽  
Monika Andrea Zimanyi
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Learning Activities ◽  
First Year ◽  
Anatomy And Physiology ◽  
Allied Health Students ◽  
Active Learning Strategies

In this paper we describe the initial development of flipped classroom learning activities for the physiology component of a first year anatomy and physiology class for allied health students, and the subsequent transformation to focus on active learning strategies over a period of three years. The learning activities incorporated included the use of audience response systems for in-class quizzing, mini case studies, role plays, and simulations. Results of on-course assessment items, consisting of on-line quizzes, was compared in order to determine whether active learning approaches improved academic performance. We found that academic performance increased across the cohorts when first implemented as flipped classroom, and the increase was maintained in the subsequent years focussing on the active learning strategies alone. We conclude that the introduction of active learning experiences to this class enhanced engagement and academic performance across the student cohorts.

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