scholarly journals Implementing a Graphic Organizer Active Learning Exercise with an Interactive Lesson Template

2020 ◽  
Vol 11 (2) ◽  
pp. 16
Author(s):  
Adam Welch ◽  
Michele Williams
Keyword(s):  
Active Learning ◽  
Systematic Approach ◽  
Graphic Organizers ◽  
Pharmacy Students ◽  
Graphic Organizer ◽  
First Year ◽  
Traditional Lecture ◽  
Article Type ◽  
Course Material ◽  
Organizer Activity

Objective: To describe a systematic approach to active learning using a lesson template with a graphic organizer activity. Innovation: The authors describe a tool that can be used to incorporate a graphic organizer activity into a traditional lecture class to promote active learning. This interactive template offers a step-by-step process to plan and implement a graphic organizer activity. The graphic organizer was used in a contact dermatitis lecture as part of a Nonprescription Medicines course for first year pharmacy students. Critical Analysis: A survey of students immediately after the activity identified that students agreed they were interested in the activity, were engaged with the activity, and perceived an understanding of the course material. An instructor reflection revealed that students were excited and identified some instructor challenges to executing the activity. Next Steps: Instructors interested in using graphic organizers in lectures can refer to this approach for guidance.  In addition to a graphic organizer, the structure of this template can be applied to different active learning activities, thus creating consistency in delivering active learning.   Article Type: Note

scholarly journals How Similar are Pharmacy Students and White Blood Cells? Curricular Content Reinforced Through Personification

2019 ◽  
Vol 10 (3) ◽  
pp. 12
Author(s):  
Kenric Ware
Keyword(s):  
Blood Cells ◽  
Statistical Significance ◽  
White Blood Cells ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
First Year ◽  
Roles And Responsibilities ◽  
Curricular Content ◽  
Article Type ◽  
And Gender

Description: This initiative sought to evaluate the use of personification to reinforce immunology concepts among pharmacy students.  A two-part question posed to first year pharmacy students asked if they could physically become two white blood cells (WBCs), which would they choose and why. Students received instruction in immunology prior to providing their feedback. Demographics included campus of enrollment and gender designation. Student ratings 1 to 5 reflected approval levels toward this activity’s usefulness (1: least; 5 most). Key Findings: One hundred and ten of 117 students selected two WBCs they would physically become if possible (94%). Less than two-thirds of students were female (63%) and the Columbia campus featured approximately a quarter of the students (24%). The most and least common WBCs chosen, as first selections by campus and gender, were statistically significant being neutrophils and basophils, lymphocytes and eosinophils, respectively. The median approval values of the WBC personification activity by campus and gender were similar and did not reach statistical significance, 4.5 and 5, respectively. Conclusion: Pharmacy students commended the personification activity for helping them learn the roles and responsibilities of WBCs. Unique and insightful rationales for the choices made for WBCs persisted among the students. In light of these favorable reviews, this type of activity can be adapted to other areas of pharmacy education.   Article Type: Note

scholarly journals Successful Application of Active Learning Techniques to Introductory Microbiology

2001 ◽  
Vol 2 (1) ◽  
pp. 5-11
Author(s):  
ELIZABETH A. HOFFMAN
Keyword(s):  
Nursing Students ◽  
Active Learning ◽  
Effective Means ◽  
Success Rates ◽  
Group Discussions ◽  
Student Knowledge ◽  
Traditional Lecture ◽  
Learning Techniques ◽  
Course Material ◽  
Methods Of Learning

While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format.

scholarly journals “THERMODYNAMICS IS NOT A SPECTATOR SPORT!” [7] AN EXPLORATORY STUDY ON INCORPORATING ACTIVE LEARNING INTO A FIRST YEAR THERMODYNAMICS COURSE

2013 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Douglas Ruth ◽  
Sandra Ingram
Keyword(s):  
Active Learning ◽  
Data Collection ◽  
Instructional Strategies ◽  
Learning Process ◽  
Exploratory Study ◽  
Qualitative Approach ◽  
First Year ◽  
Traditional Lecture ◽  
Spectator Sport ◽  
Data Collection And Analysis

Student engagement is deemed as one of the fundamental components of consequential learning. Essentially, contextualizing information in authentic events and situations and designing active learning experiences to orchestrate opportunities for students to construct their own knowledge are ways to engage students in their own learning process. This paper reports on a Professor’s efforts to turn a traditional, lecture- based first year Thermodynamics course into an active learning arena. The study uses a qualitative approach to data collection and analysis, with data amassed through participant observations and open-ended interviews with the Professor. A number of categories and themes have already emerged. This paper outlines the category, Instructional Strategies, and discusses how they were modified and/or amplified to incorporate active learning in an attempt to further engage students.

scholarly journals Differences in echocardiography interpretation techniques among trainees and expert readers

2021 ◽  
Author(s):  
David Roy Anderson ◽  
Sarah Blissett ◽  
Patricia O’Sullivan ◽  
Atif Qasim
Keyword(s):  
Diagnostic Accuracy ◽  
Systematic Approach ◽  
Qualitative Case Study ◽  
First Year ◽  
Educational Tool ◽  
Thought Processes ◽  
Advanced Imaging ◽  
Multiple Images ◽  
Novice Readers

Abstract Background Trainees learn transthoracic echocardiogram (TTE) interpretation through independently completing and reviewing selected portions of the study with experts. The diagnostic accuracy of novice TTE interpretation is known to be low and schema for reading TTEs systematically are lacking. The purpose of our study is to identify techniques experts use while reading TTEs which could be used to more effectively teach novice readers. Methods We performed a prospective qualitative case study to observe how experts and trainees interpret TTEs in an academic institution using a concurrent think aloud (CTA) method. Three TTEs of intermediate complexity were given to 3 advanced imaging fellows, 3 first year fellows and 3 expert TTE readers Participants filled out a report while reading and described aloud their thought processes. Sessions were video and audiotaped for analysis. Results Experts and advanced fellows used specific techniques that novices did not including: previewing studies, reviewing multiple images simultaneously, having flexibility in image review order and disease coding, and saving hardest elements to code for the end. Direct observation of TTE reading informed trainee inefficiencies and was a well-received educational tool. Conclusions In this single centered study we identified several unique approaches experts use to interpret TTEs which may be teachable to novices. Although limited in generalizability the findings of this study suggests that a more systematic approach to TTE interpretation, using techniques found in experts, might be of significant value for trainees. Further study is needed to evaluate teaching practices at other institutions and to assess whether implementation of these techniques by novices improves can improve their diagnostic accuracy and efficiency of reading at an earlier stage in their training.

scholarly journals Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 62 ◽  
Author(s):  
Amanda Savage ◽  
Lana M. Minshew ◽  
Heidi N. Anksorus ◽  
Jacqueline E. McLaughlin
Keyword(s):  
Concept Maps ◽  
Response Rate ◽  
Skill Development ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Future Work ◽  
Assessment Strategies ◽  
Frequency Counts

During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

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