scholarly journals Combining Expertise: Reflecting on a Team Approach to Curriculum Development and Implementation

2016 ◽  
Vol 3 ◽  
pp. JMECD.S38104 ◽  
Author(s):  
Jean M. Bailey ◽  
Linda C. Perkowski
Keyword(s):  
Curriculum Development ◽  
Integrated Approach ◽  
Course Evaluation ◽  
Unintended Consequences ◽  
Student Feedback ◽  
Pass Rate ◽  
Team Approach ◽  
Collaborative Approach ◽  
Usmle Step

Introduction This article discussed curriculum development and implementation using a unique collaboration of basic scientists and clinicians functioning as course co-directors. It explores the pros, cons, and unintended consequences of this integrated approach through reflections of the faculty involved. Methods Ten faculty participated in semi-structured phone interviews to reflect on their experiences. Results Analysis of interview transcripts revealed four key themes: (1) the value of the basic scientist and clinician partnership, (2) strategies for coordination, (3) balancing responsibilities, and (4) hierarchy and power. Discussion This study identified that both basic scientists and clinicians experienced benefits from using a course co-director collaborative approach to curriculum development and implementation. While challenges are also noted, the benefits of the collaboration were evident in course organization, course evaluation reports, student feedback, and USMLE Step I pass rate.

scholarly journals Developing multimedia collaboratively: Practical approaches for large-scale online curriculum development

2019 ◽  
Vol 16 (1) ◽  
pp. 109-121
Author(s):  
Richard McInnes ◽  
Keyword(s):  
Curriculum Development ◽  
Large Scale ◽  
Lessons Learned ◽  
Teaching Presence ◽  
Team Approach ◽  
Collaborative Approach ◽  
Collaborative Development ◽  
Development Team ◽  
Online Curriculum ◽  
Multimedia Development

Transformations in contemporary higher education have led to an explosion in the number of degrees delivered online, a significant characteristic of which is the incorporation of multimedia to support learning. Despite the proliferation of multimedia and growing literature about the affordances of various technologies, there are relatively few examples of how judgements are made regarding choosing and actioning multimedia development decisions for educational developers. The case study presented here is framed within an institution-wide project for the development of fully online degrees that utilised a collaborative approach to curriculum and multimedia development. This example focuses on the establishment and operation of a collaborative approach to curriculum development in which multidisciplinary development teams invested considerable resources in researching improvements to their multimedia practices and processes. This article reflects on the collaborative team approach to multimedia design and development by examining the team’s experiences and practices through the lens of existing multimedia research, in order to understand the convergence between multimedia theory and the practicalities of developing multimedia within the constraints of large-scale online curriculum development. Through these reflections, four lessons learned will be explicated which will inform those engaged in employing similar approaches in other contexts. These lessons learned identify the benefits and potential issues associated with: 1. the approach used by the collaborative development team to support the production of multimedia, 2. the practices and process used by the collaborative development team to facilitate the creation of concise multimedia presentations, 3. the impacts of establishing teaching presence through videos created by the course writer and online course facilitator, and 4. the presentation styles used by course writers and the tools they used during multimedia production.

scholarly journals Narrative Frames as a Course Evaluation Instrument

2018 ◽  
Vol 42 (1) ◽  
pp. 3
Author(s):  
Takaaki Hiratsuka
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Empirical Studies ◽  
Course Evaluation ◽  
Student Feedback ◽  
Methods Course ◽  
Written Feedback ◽  
Evaluation Instrument ◽  
Japanese University ◽  
Long Time

Although getting student feedback on courses via questionnaires has been practiced for a long time, empirical studies on the topic are not substantial enough, nor are alternatives adequately considered. This study introduces and evaluates an alternative qualitative instrument known as narrative frames, which uses prompts to stimulate written feedback. In order to investigate its feasibility, I collected data from 26 Japanese university students in an English Teaching Methods course. Findings suggest that these narrative frames served as a useful tool for eliciting the students’ experiences in the course, their impressions of it, and its impact on them. These findings led me, as the instructor of the course, to be able to critically reflect on its content. Pedagogical and research implications for the future use of narrative frames are provided. 学生による授業評価アンケートは教育改善のために必要な手段として長年定着しているが、それらに関する研究、またそれに取って代わる手段の議論は不十分である。本論では、質的研究手法の1つで、書き手の文章作成を助長するとされているナラティブフレーム（物語枠組み）を授業評価の手段として用い、その評価を行った。データは英語科教育法を受講した26人の大学生から収集した。結果、ナラティブフレームは授業評価手段としての機能を十分に果たし、学生の授業への印象や彼らが授業から受けた影響の詳細を明らかにできることが分かった。また、これらの結果内容は担当教員が授業を批判的に精査し、振り返り活動を行うことに役立った。本論では最後に、ナラティブフレームの使用、研究に関する提言を行う。

scholarly journals Evaluation of a course to prepare international students for the United States Medical Licensing Examination step 2 clinical skills exam

2017 ◽  
Vol 14 ◽  
pp. 25 ◽  
Author(s):  
Rachel B. Levine ◽  
Andrew P. Levy ◽  
Robert Lubin ◽  
Sarah Halevi ◽  
Rebeca Rios ◽  
...  
Keyword(s):  
United States ◽  
Medical School ◽  
Clinical Skills ◽  
The United States ◽  
International Medical ◽  
Pass Rate ◽  
Pass Rates ◽  
Medical Licensing ◽  
Licensing Examination ◽  
Usmle Step

Purpose: United States (US) and Canadian citizens attending medical school abroad often desire to return to the US for residency, and therefore must pass US licensing exams. We describe a 2-day United States Medical Licensing Examination (USMLE) step 2 clinical skills (CS) preparation course for students in the Technion American Medical School program (Haifa, Israel) between 2012 and 2016.Methods: Students completed pre- and post-course questionnaires. The paired t-test was used to measure students’ perceptions of knowledge, preparation, confidence, and competence in CS pre- and post-course. To test for differences by gender or country of birth, analysis of variance was used. We compared USMLE step 2 CS pass rates between the 5 years prior to the course and the 5 years during which the course was offered.Results: Ninety students took the course between 2012 and 2016. Course evaluations began in 2013. Seventy-three students agreed to participate in the evaluation, and 64 completed the pre- and post-course surveys. Of the 64 students, 58% were US-born and 53% were male. Students reported statistically significant improvements in confidence and competence in all areas. No differences were found by gender or country of origin. The average pass rate for the 5 years prior to the course was 82%, and the average pass rate for the 5 years of the course was 89%.Conclusion: A CS course delivered at an international medical school may help to close the gap between the pass rates of US and international medical graduates on a high-stakes licensing exam. More experience is needed to determine if this model is replicable.

Effectiveness of International Distance Education in High School between Thailand and Japan

2013 ◽  
pp. 336-349
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This article presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

Investigating the Dynamics of IT-Enabled Change

2011 ◽  
pp. 103-116 ◽  
Author(s):  
Joe McDonagh
Keyword(s):  
Information Technology ◽  
Integrated Approach ◽  
Research Approach ◽  
Collaborative Approach ◽  
Important Research ◽  
Work Organizations ◽  
The 1950S ◽  
Poor Outcomes

Since the 1950s the process of introducing information technology (IT) into work organizations has posed formidable challenges all too frequently resulting in reports of significant underperformance and failure. On closer inquiry it emerges that such poor outcomes are due, in no small way, to a distinct inability to effect an integrated approach to change, an approach that concurrently attends to economic, technical, human, and organizational facets of change. Considering that extant research fails to adequately address this enduring dilemma, this chapter acknowledges weaknesses in dominant positivist approaches to inquiry and establishes the case for a more collaborative approach to inquiry, an approach that is firmly embedded in the post positivist tradition. In particular, the case for one such collaborative approach, clinical inquiry, as a legitimate and profoundly important research approach to investigating the dynamics of IT-enabled change is presented.

LOCAL COMPLICATIONS OF RADIATION AND CHEMOTHERAPY TREATMENT OF PATIENTS WITH SQUAMOUS CELL CARCINOMA OF THE MUCOSA OF THE ORAL CAVITY

2018 ◽  
Vol 64 (2) ◽  
pp. 166-170
Author(s):  
Yekaterina Kochurova ◽  
Aleksandr Mukhanov
Keyword(s):  
Squamous Cell Carcinoma ◽  
Oral Cavity ◽  
Cell Carcinoma ◽  
Squamous Cell ◽  
Integrated Approach ◽  
Primary Treatment ◽  
Considerable Effect ◽  
Team Approach ◽  
Chemotherapy Drugs ◽  
Prevention Methods

Question on comprehensive dental care to patients with squamous cell carcinoma (SCC) of the mucous membrane of the oral cavity (MMOC) showed the importance of a team approach of physicians of allied specializations, careful planning and consistent implementation of rehabilitation treatment stages of cancer. The implementation of preventive measures showed a reduced severity or absence of complications conducted by the primary treatment. The data about the important role of preoperative sanitation of the oral cavity are presented. There are described the pathogenesis of the most common complications and identified effective methods of prevention and treatment, as well as the mechanisms of action of different prevention methods. Characteristic signs of “radiation caries”, oral mucositis, dysgeusia, xerostomia, lockjaw chewing muscles, osteoradionecrosis, dysphagia and neurotoxic effects of chemotherapy drugs are marked. It is necessary to emphasize the considerable effect of such complications on quality of life of patients after treatment. This again proves a need for an integrated approach and participation in the work of the specialists of a number of related disciplines.

Effectiveness of International Distance Education in High School between Thailand and Japan

2012 ◽  
pp. 203-217
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

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