scholarly journals Performance and Perceptions of Pharmacy Students using Team-based Learning (TBL) within a Global Health Course

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Joyce Addo-Atuah
Keyword(s):  
Global Health ◽  
Student Performance ◽  
Instructional Strategy ◽  
Pharmacy Education ◽  
Future Research ◽  
Analytical Skills ◽  
Team Based Learning ◽  
Health Course ◽  
Elective Course

Purpose: Team-based learning (TBL) has been shown to be a very useful active learning tool in a variety of disciplines and educational settings. The objectives of this study in a Global Health elective course within a PharmD curriculum were to (1) determine whether TBL contributes to performance (as measured by iRAT scores, tRAT scores, and grades); and (2) evaluate students' perceptions of TBL as an instructional strategy. Case Study: TBL sessions were incorporated into a new elective course in Global Health along with other teaching methodologies. Student performance was evaluated during the TBL sessions and course team projects, among others. An anonymous student qualitative survey explored their perceptions of and experiences with TBL at the end of the course. Students' performance in the TBL sessions improved as reflected in the comparison of individual Readiness Assurance Tests (iRATs) and the team Readiness Assurance Tests (tRATs) scores. Overall students' performance in the course resulted in over 88% earning the letter grade A. Students' performance in the TBL sessions, especially their iRATs, was reflected in their overall course grades. Over 75% of the students believed that TBL increased their analytical skills and nearly 50% believed that learning utilizing TBL would have the most lasting effect on their careers. Conclusion: TBL was successfully implemented in a Global Health elective course in a PharmD curriculum and students perceived it as a beneficial instructional strategy. This study adds to the TBL literature by providing some evidence of the applicability of TBL in a course not traditionally taught in the PharmD curriculum (i.e., Global Health). Future research and intervention(s) leading to the development and growth of TBL in pharmacy education are recommended.   Type: Case Study

Redesigning an Undergraduate Global Health Course to Increase Student Engagement and Incorporate High-Impact Educational Practices

2020 ◽  
pp. 237337992097439
Author(s):  
Denise C. Nelson-Hurwitz ◽  
Thomas H. Lee
Keyword(s):  
Public Health ◽  
Student Engagement ◽  
Global Health ◽  
Student Performance ◽  
Student Development ◽  
High Impact ◽  
Educational Practices ◽  
Global Learning ◽  
Health Course ◽  
Undergraduate Public Health

In many undergraduate public health programs, global health is an introductory course encountered early in the curriculum. At the University of Hawai‘i at Mānoa, the undergraduate global health course reinforces introductory content within a global health framework while building skills in preparation for upper-division work. The global health course was completely redesigned in January 2018 to increase student engagement and incorporate high-impact educational practices, including experiential learning opportunities, diversity/global learning, and collaborative assignments. New activities incorporated include a water carrying exercise to simulate efforts required for the billions of people worldwide who manually transport water for daily use and a model United Nations scenario-based activity based on a writing assignment proposing an international policy from the position of a selected country. Incorporation of relatively brief written assignments early in the undergraduate public health curriculum additionally serves to support student development of written communication skills throughout the program and helps in early identification of students who may need additional support in writing skills. Assessment of the new course was conducted through student feedback, student performance on assignments, and student growth/development throughout the course. Through successful course redesign students emerge excited about international opportunities for public health practice and with a greater empathy for global citizens living abroad.

Teaching neurology to medical students with a simplified version of team-based learning

Neurology ◽  
2017 ◽  
Vol 89 (6) ◽  
pp. 616-622 ◽  
Author(s):  
Jochen Brich ◽  
Meike Jost ◽  
Peter Brüstle ◽  
Marianne Giesler ◽  
Michel Rijntjes
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Student Performance ◽  
Instructional Strategy ◽  
Teaching Method ◽  
Altered Mental Status ◽  
Group Differences ◽  
Promising Tool ◽  
Team Based Learning ◽  
Fourth Year Medical Students

Objective:To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills.Methods:Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation.Results:No group differences were found in the MCQE results. sTBL instruction of the topic “acute altered mental status” was associated with a significantly better student performance in the KFPE (p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method.Conclusions:sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology.

scholarly journals Measuring which support systems really work to improve students learning in your class – A case study on quantitative methods courses in the social sciences

2019 ◽  
Author(s):  
Dimitri Prandner ◽  
Ahmed Tabakovic
Keyword(s):  
Student Performance ◽  
Quantitative Methods ◽  
Analytical Skills ◽  
Societal Relevance ◽  
The Social ◽  
Video Tutorials ◽  
Quantitative Data Analysis ◽  
Additional Support ◽  
The University

While the so-called “datafication of society” increased the societal relevance of quantitative data analysis, social science students – who should use such data to understand and explain society – are often skeptical towards quantitative methods and overwhelmed by it. Thus, universities around the world should find means to help their students improve their corresponding analytical skills. The paper uses a case study from the University of Salzburg – Austria – to illustrate which aspects actually improve student-learning outcomes in the field of quantitative methods. The researched aspects focus on the program and institutional levels and address two specific issues: The evaluation and feedback on student performance and the introduction of additional support structures. While homework and feedback still show the best results additional – technology based – approaches like video-tutorials have a significant impact on student performance.

scholarly journals Integrating iPads into Team-Based Learning in the Pediatrics Clerkship: Do They Provide Any Value?

2020 ◽  
Vol 7 ◽  
pp. 238212052095764
Author(s):  
Maribeth B Chitkara ◽  
Richard Pongvitayapanu ◽  
Wei-Hsin Lu
Keyword(s):  
Learning Styles ◽  
Clinical Education ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Rating Scale ◽  
Future Research ◽  
Clinical Phase ◽  
Curricular Content ◽  
Team Based Learning ◽  
Curricular Materials

Background: Team-Based Learning (TBL) is an instructional strategy that embraces the concept of a flipped classroom. At our institution, the Clerkship in Pediatrics utilizes TBL sessions to deliver curricular content rather than lecture format. In 2016, matriculating medical students were given iPads for the purpose of transitioning to electronic delivery of curricular materials in the pre-clinical phase of their study. In 2017, the Clerkship in Pediatrics was tasked with investigating methods to integrate iPad use into clinical education. Activity: We employed the web-based platform Examplify to deliver test questions for TBL sessions over the span of 1 academic year (2018-2019). Curricular content was converted to Examplify for half of the TBL sessions and team performance for the sessions was compared to those administered traditionally. Students participating in the course were surveyed regarding their satisfaction with the 2 formats using a 15-item survey with a 4-point rating scale and open-ended questions. Results and discussion: Integration of technology into TBL sessions was met with mixed results. Performance on the eTBL sessions was significantly higher for 2 of the 6 sessions: the Abdominal Pain (90.2% vs 84.1%, P = .04) and the Toxicology (85.6% vs 79.4%, P = .03) sessions. A majority of students felt that the eTBL sessions facilitated multiple learning styles, promoted discussions, and nurtured different learning styles. However, students also felt that the electronic sessions were more cumbersome and difficult to navigate. Future research comparing the 2 modalities using a more comprehensive integration of media content, such as video and audio files, will further inform the success of this endeavor.

Experiential Learning in the Large Classroom Using Performative Pedagogy

2020 ◽  
pp. 105256292096562
Author(s):  
Paul Donovan ◽  
Alison Hood
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Future Research ◽  
Focus Group Interviews ◽  
Music Department ◽  
Ensemble Performance ◽  
Group Interviews ◽  
Performative Pedagogy

Experiential learning (EL) is widely believed to lead to enhanced student engagement. This form of learning, however, may be difficult to implement in the large class sizes so common today. This case study describes an initiative involving performative pedagogy using interdisciplinary teaching and learning in an undergraduate class of 150 students from a change management module in the School of Business and an ensemble performance module in the Music Department in an Irish University. The students utilized acting, music, dance, and role-play in a large enrolment setting. Postprogram surveys and focus group interviews of students found that students responded positively to the initiative. Students also rated the class as more engaging than other subjects in which they were registered. Reflective essays written by students showed evidence of deep reflection and learning and these formed the basis for our discussion of the implications of this approach for management education. Future research should examine the effects of performative learning on student performance in terminal examinations.

Supplier Development at LG Electronics

2020 ◽  
Author(s):  
Hyojin Kim ◽  
Daesik Hur ◽  
Tobias Schoenherr
Keyword(s):  
Management Practice ◽  
Digital Technologies ◽  
Supply Management ◽  
Future Research ◽  
Supplier Development ◽  
Environmentally Conscious ◽  
Competitive Capabilities ◽  
The Stability ◽  
Buyer Firm

Supplier development has been a critical supply management practice since the 1990s. In many instances, it has even become imperative for buyer firms to support and prepare their supply bases for uncertain economic and market environments, socially and environmentally conscious customers, advances in digital technologies, and increasing competition. Yet, research that approaches supplier development with the objective to advance all these dimensions in an integrated fashion is scarce. This study fills this void by exploring how a buyer firm may address these emerging challenges in its supply base. Specifically, an in-depth case study of LG Electronics explores how the firm designs and operates multidimensional supplier development activities to foster the stability and sustainability of its supply base while enhancing its core suppliers’ competitive capabilities. This chapter illustrates how supplier development can be taken to the next level, presents implications for managerial practice, and outlines promising future research avenues.

A systematic literature review of healthcare supply chain and implications of future research

2019 ◽  
Vol 13 (4) ◽  
pp. 405-435 ◽  
Author(s):  
Anuj Dixit ◽  
Srikanta Routroy ◽  
Sunil Kumar Dubey
Keyword(s):  
Supply Chain ◽  
Literature Review ◽  
Inventory Management ◽  
Cold Chain ◽  
Future Research ◽  
Research Papers ◽  
Content Type ◽  
Drug Manufacturing ◽  
Customer Training

Purpose This paper aims to review the healthcare supply chain (HSC) literature along various areas and to find out the gap in it. Design/methodology/approach In total, 143 research papers were reviewed during 1996-2017. A critical review was carried out in various dimensions such as research methodologies/data collection method (empirical, case study and literature review) and inquiry mode of research methodology (qualitative, quantitative and mixed), country-specific, targeted area, research aim and year of publication. Findings Supply chain (SC) operations, performance measurement, inventory management, lean and agile operation, and use of information technology were well studied and analyzed, however, employee and customer training, tracking and visibility of medicines, cold chain management, human resource practices, risk management and waste management are felt to be important areas but not much attention were made in this direction. Research limitations/implications Mainly drug and vaccine SC were considered in current study of HSC while SC along healthcare equipment and machine, hospitality and drug manufacturing related papers were excluded in this study. Practical implications This literature review has recognized and analyzed various issues relevant to HSC and shows the direction for future research to develop an efficient and effective HSC. Originality/value The insight of various aspects of HSC was explored in general for better and deeper understanding of it for designing of an efficient and competent HSC. The outcomes of the study may form a basis to decide direction of future research.

scholarly journals Toward a Working Model of Leadership in Nonprofit Sport Governance

2019 ◽  
Vol 33 (3) ◽  
pp. 189-202 ◽  
Author(s):  
Ian O’Boyle ◽  
David Shilbury ◽  
Lesley Ferkins
Keyword(s):  
Chief Executive Officers ◽  
Leadership Skills ◽  
Chief Executive ◽  
Future Research ◽  
Limited Attention ◽  
Study Approach ◽  
Working Model ◽  
Executive Officers ◽  
Scholarly Discourse

The aim of this study is to explore leadership within nonprofit sport governance. As an outcome, the authors present a preliminary working model of leadership in nonprofit sport governance based on existing literature and our new empirical evidence. Leadership in nonprofit sport governance has received limited attention to date in scholarly discourse. The authors adopt a case study approach involving three organizations and 16 participant interviews from board members and Chief Executive Officers within the golf network in Australia to uncover key leadership issues in this domain. Interviews were analyzed using an interpretive process, and a thematic structure relating to leadership in the nonprofit sport governance context was developed. Leadership ambiguity, distribution of leadership, leadership skills and development, and leadership and volunteerism emerged as the key themes in the research. These themes, combined with existing literature, are integrated into a preliminary working model of leadership in nonprofit sport governance that helps to shape the issues and challenges embedded within this emerging area of inquiry. The authors offer a number of suggestions for future research to refine, test, critique, and elaborate on our proposed working model.

A Survey of Faculty Advisers at Student-Run Agencies: Can Organizational Theory Help to Guide Future Research?

2021 ◽  
Vol 25 (1) ◽  
pp. 37-53
Author(s):  
Brooke Borgognoni ◽  
Jan LeBlanc Wicks
Keyword(s):  
Student Performance ◽  
Organizational Theory ◽  
Past Research ◽  
Performance Outcomes ◽  
Future Research ◽  
Faculty Advisers

This survey of faculty advisers examined major variables and findings of past research on student-run agencies using organizational theory. Larger agencies appeared to offer training in more formalized business procedures among a more diverse client base, found in previous research to be helpful to student-run agency graduates now on the job. Hopefully, results will help future researchers identify which factors may best facilitate specific student performance outcomes at agencies of all types and sizes.

scholarly journals Feedback for Learning in Pharmacy Education: A Scoping Review

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicholas R. Nelson ◽  
Rebecca B. Carlson ◽  
Amanda H. Corbett ◽  
Dennis M. Williams ◽  
Denise H. Rhoney
Keyword(s):  
Student Perceptions ◽  
Study Design ◽  
Scoping Review ◽  
Clinical Training ◽  
Pharmacy Education ◽  
Future Research ◽  
Development Programs ◽  
Quality Feedback ◽  
English Articles ◽  
Work Up

Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

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