scholarly journals Ethics in radiology: A case-based approach

2018 ◽  
Vol 9 (2) ◽  
pp. e79-83
Author(s):  
Laura Stiles-Clarke ◽  
James Clarke
Keyword(s):  
Medical Practice ◽  
Teaching And Learning ◽  
Ethics Training ◽  
The Other ◽  
Teaching Ethics ◽  
Prior Review ◽  
Approach To Teaching ◽  
Radiology Residents ◽  
Case Based

Background: Ethics training is required for all radiology residents in Canada, but this may be difficult to provide as radiology departments may not have radiologists with formal ethics training, and may not have access to educational resources focussed on teaching ethics to radiologists. We describe the implementation of a case-based approach to teaching and learning ethics, designed for Canadian radiologists. This approach can be adapted for use in other specialties through development of specialty-specific ethics case scenarios.Methods: Ethics case study rounds specific to Canadian radiologic practice were presented at two different institutions, and using two different methods within one institution. In one method, we requested that the residents read the case study and questions ahead of time; in the other, the rounds were presented without any expectation of residents doing prior preparation.Results: The participants, as a group, agreed with all seven survey statements describing the value of the experience. The opportunity to read the case ahead of time seemed helpful for some residents, but was not found to be overall more useful than discussing the case without prior review. Indeed, more than half of the resident participants in this group indicated that they did not make use of the advance materials at all.Conclusion: Resident feedback indicates that ethics case study rounds are a useful and valuable experience, especially when the case is specifically tailored to their medical practice. Prior preparation was not necessary for residents to benefit from these rounds.

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

scholarly journals Using Web-Based, Group Communication Systems to Support Case Study Learning at a Distance

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Terry Anderson ◽  
Liam Rourke
Keyword(s):  
Distance Education ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Group Communication ◽  
Relative Effectiveness ◽  
Web Based ◽  
Case Based Learning ◽  
Group Communication Systems ◽  
Case Based

<P class=abstract>This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a synchronous voice, an asynchronous voice, or a synchronous text communication system. Participants kept a detailed log of the time they spent on various activities, wrote a 1,500-word reflection on their experience, and participated in a group interview. Analysis of these data reveals that each group supplemented the system that had been assigned to them with additional communication systems in order to complete the project. Each of these systems were used strategically: email was used to share files and arrange meetings, and synchronous voice systems were used to brainstorm and make decisions. Learning achievement was high across groups and students enjoyed collaborating with others on a concrete task. Keywords: Distance Education, Case-based Learning, Collaboration Software, Online Learning.</P> <P>The evidence in favour of case-based teaching and learning continues to mount (cf. Lundeberg, Levin, and Harrington, 1999). One interesting facet of this research suggests that group discussions are the active ingredient of case study learning. For on-campus students this is simple to arrange, but where does it leave students who are studying at a distance? Case studies are often used in distance education, but traditionally they have been implemented in an independent mode, with students reading a problem-centred or exemplary narrative in order to contemplate its central issues. This type of case-based teaching omits what may be the most important part of case-based pedagogy.</P> <P>Fortunately, a wide array of Web-based communication software exists that supports various types of communication at a distance, including text or voice, person-to-person or multi-person, and synchronous or asynchronous interaction. The relative effectiveness of these systems to support collaboration among students is an important issue to distance educators.</P>

scholarly journals Understanding Teachers’ Integration of Moodle in EFL Classrooms: A Case Study

2019 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Yasir Al Yafaei ◽  
Rais Attamimi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Case Study Research ◽  
Learning Processes ◽  
The Other ◽  
Factors Affecting ◽  
College Of Technology ◽  
Interpretive Approach ◽  
Working Mechanisms

The study explores the integration and implementation of the Moodle platform at the English Language Center of the Salalah College of Technology. To achieve this purpose, a qualitative, interpretive approach with a case study research design was used to collect the data and to deepen our understanding of the phenomena and how it was constructed in social reality of the school.Two teachers have been chosen to be the interviewees, to give their opinions and views on the topic under study, and the factors affecting both the implementation and integration of the Moodle programme. It was evident from the narratives of the two interviewees that the integration of Moodle was successful, and that it has proven to be a useful tool in the teaching and learning processes of English. In spite of some existing factors that may hinder the working mechanisms of the implementation and integration of Moodle, it may be concluded that this platform could be recommended to be extended to the other skills of the English language that it currently does not support. Following this process will inevitably improve the comprehension and production of the English language and related materials, online and real, respectively.

scholarly journals A pedagogical model for simulation-based learning in healthcare

Seminar.net ◽  
2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Tuulikki Keskitalo ◽  
Heli Ruokamo
Keyword(s):  
Teaching And Learning ◽  
Cultural Theory ◽  
Research Question ◽  
Meaningful Learning ◽  
Lessons Learned ◽  
Pedagogical Model ◽  
Simulation Based ◽  
Approach To Teaching ◽  
Further Development

The aim of this study was to design a pedagogical model for a simulation-based learning environment (SBLE) in healthcare. Currently, simulation and virtual reality are a major focus in healthcare education. However, when and how these learning environments should be applied is not well-known. The present study tries to fill that gap. We pose the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? The study used design-based research (DBR) and case study approaches. We report the results from our second case study and how the pedagogical model was developed based on the lessons learned. The study involved nine facilitators and 25 students. Data were collected and analysed using mixed methods. The main result of this study is the refined pedagogical model. The model is based on the socio-cultural theory of learning and characteristics of meaningful learning as well as previous pedagogical models. The model will provide a more holistic and meaningful approach to teaching and learning in SBLEs. However, the model requires evidence and further development.

Content and Language Integrated Learning for Nepalese EFL classes

2018 ◽  
Vol 20 (1-2) ◽  
pp. 71-79
Author(s):  
Tara Sapkota
Keyword(s):  
Teaching And Learning ◽  
The Other ◽  
Integrated Learning ◽  
Teaching English ◽  
Traditional Practice ◽  
Teaching Content ◽  
Approach To Teaching ◽  
Materials Used ◽  
The One ◽  
Common Understanding

A common understanding of teaching English in Nepalese context implies teaching the prescribed textbook lessons and learning means following the teachers’ instructions. The school on the one hand, grades the students’ achievement according to the score they have scored. The parents, on the other, evaluate their children’s learning according to how beautifully they have written on their notebooks and how fluently they speak in English. This traditional practice of teaching and evaluating learners has paralyzed our system of teaching and learning. Therefore, it is high time we shift our practices to a more productive approach to teaching. Content and Language Integrated Learning (CLIL) meets the present needs. This paper deals with the ways CLIL is useful to the Nepalese context. In addition, it also puts light on the materials used in CLIL lessons, teacher’s and students’ roles and assessment in CLIL. Journal of NELTA, Vol 20 No. 1-2, December 2015, Page: 71-79 

scholarly journals Case-based Method and its Implementation in English for Medical Purposes

2021 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Laely Hidayati
Keyword(s):  
Performance Indicators ◽  
Teaching And Learning ◽  
Performance Indicator ◽  
Case Method ◽  
Specific Setting ◽  
Study Implementation ◽  
Case Based Learning ◽  
Insight Into ◽  
Case Based

Abstract The case study or case-based technique has been widely employed in a variety of areas due to the tremendous benefits it provides for teaching and learning. The Indonesian government also encourages the use of the case method as one of the methods emphasized in the Key Performance Indicators of Higher Education (IKU) guidelines. This article presents a literature review of the case study by exploring the benefits and the challenges of implementing this method in the classroom. Besides, an alternative scenario of the case study implementation in English for Medical Purposes is also presented. It is hoped that this article will give insight into the implementation of the case method in a specific setting to help students learn English in a meaningful way. Keywords: Key Performance Indicator, Case-based Learning, English for Medical Purposes

scholarly journals An Independent Study Course by an Academic Library Department: Teaching with the Gems of Special Collections

2019 ◽  
Vol 20 (2) ◽  
pp. 95
Author(s):  
Judy L. Silva ◽  
Barbara McIntosh
Keyword(s):  
Teaching And Learning ◽  
Undergraduate Research ◽  
Academic Library ◽  
Educational Practice ◽  
Independent Study ◽  
Background Information ◽  
Final Project ◽  
Special Collections ◽  
Approach To Teaching

Special collections in academic libraries provide rich learning environments for student engagement. This article describes the introduction of an independent study course by an academic library department as a high-impact educational practice supporting undergraduate research. Under the supervision of the faculty archivist, the student in this study was challenged to discover and research “gems,” unusual or significant items, on a topic of her choosing. She selected three works related to James Joyce’s Finnegans Wake, showcasing her research at the university’s Student Faculty Research Symposium and creating a library display as her final project. This case study explores background information and describes the course, its inception, and the student’s project. It includes a discussion of benefits and challenges, transferability, scalability, and the application of a constructivist approach to teaching and learning. Limitations and further research are also included in this study.

scholarly journals The Social Hubs Project: Exploratory real-world research - students as researchers and experiential learning.

2015 ◽  
Author(s):  
Carin Tunaker ◽  
Ian Bride ◽  
Daniela Peluso
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Valuable Contribution ◽  
The Social ◽  
Approach To Teaching ◽  
Research Students ◽  
The University

This case study piece describes an approach to teaching and learning that has been successfully employed at the University of Kent, Canterbury. It offers a way of engaging students in real-world research and learning experiences that allow them to build skills, take on responsibility, and, at the same time, feel that they are making a valuable contribution to their University community. It is hoped that the story told here will inspire others to take similar initiatives in their own institutions.

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