scholarly journals Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures

2012 ◽  
Vol 4 (4) ◽  
pp. 516-520 ◽  
Author(s):  
Bonnie C. Desselle ◽  
Robin English ◽  
George Hescock ◽  
Andrea Hauser ◽  
Melissa Roy ◽  
...  
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Statistical Significance ◽  
Development Program ◽  
Faculty Development Program ◽  
Intervention Phase ◽  
Active Learning Strategies ◽  
Item Scale

Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

Enhancing Traditional Birth Attendant Training in Guatemala

2021 ◽  
Vol 11 (1) ◽  
pp. 27-36
Author(s):  
Lisa R. Roberts ◽  
Barbara A. Anderson
Keyword(s):  
Active Learning ◽  
Focus Group ◽  
Learning Strategies ◽  
Statistical Significance ◽  
Traditional Birth Attendant ◽  
Traditional Birth Attendants ◽  
Low Literacy ◽  
Birth Attendants ◽  
Use Of Technology ◽  
Active Learning Strategies

BACKGROUNDThis article describes the follow-up study to Simulation Learning Among Low Literacy Guatemalan Traditional Birth Attendants, published in the International Journal of Childbirth in 2017. This current study had two purposes: (a) to implement and evaluate the use of enhanced training modalities (active-learning strategies and use of technology in a remote area), and (b) to pilot training-of-trainer (ToT) methods. The current study builds upon the previous study in which we conducted and evaluated a simulation-based training among low-literacy Guatemala traditional birth attendants (TBAs).MATERIALS AND METHODSIn the current study, we conducted a focus group with experienced TBAs (n = 8) to elicit concepts and issues important to address in the training. The 60-hour training designed for low-resource settings, was enhanced with active-learning strategies, technology, and ToT modules. We assessed pre–posttest knowledge and attitudes by paper-pencil format, and pre–post skills by demonstration using simulation.RESULTSTraining participants (N = 31) included the eight experienced TBAs from the focus group. Knowledge, skills, and attitudes all improved, with statistical significance achieved in many parameters. Evaluation of the training was positive and enhancement strategies were noted as particularly helpful. Two participants participated in the additional ToT modules and are now collaborating to provide short educational programs to other TBAs in their regions.CONCLUSIONTraining enhancement strategies have the potential to increase safe practice among TBAs where skilled birth attendants are lacking. Adding ToT modules enhances sustainability and exemplifies the importance of locally prepared trainers in a time when global interaction is severely limited.

scholarly journals Active Learning Strategies and Instructor Presence in An Online Research Methods Course: Can we Decrease Anxiety and Enhance Knowledge?

2016 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Lisa Ann Rapp-McCall ◽  
Victoria Anyikwa
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Methods Course ◽  
Personal Contact ◽  
Future Research ◽  
Active Learning Strategies

Research methods courses elicit more anxiety than usual for graduate social work students, and the online environment may pose an even greater challenge as the personal interaction between instructor and student is reduced or absent. It is therefore incumbent on research instructors to creatively engage students, reduce anxiety, and foster learning. There is a dearth of evidence, particularly regarding online education, explicating specific teaching strategies. This exploratory study sought to provide some answers. First-semester MSW students were invited to participate in a voluntary, anonymous, online survey at the end of a research methods course to determine which online teaching strategies were most effective in decreasing anxiety and increasing perception of knowledge. Strategies used in the class include asynchronous activities such as discussion questions, PowerPoint lectures, and email and telephone contact with instructors in addition to synchronous class sessions. Three tactics were rated by the 43 respondents as being most helpful for both decreasing anxiety and enhancing the perception of knowledge: personal contact with the instructor either via email, phone, and/or online meetings; the instructor’s synchronous class sessions; and active learning strategies employed during the synchronous class sessions. Implications for teaching and future research are discussed. 

scholarly journals The Relations between Teaching Strategies, Students’ Engagement in Learning, and Teachers’ Self-Concept

2021 ◽  
Vol 13 (9) ◽  
pp. 5020
Author(s):  
Feifei Han
Keyword(s):  
Factor Analysis ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Structural Equation ◽  
Primary Students ◽  
Self Concept ◽  
Primary School Teachers ◽  
Confirmatory Factor ◽  
Active Learning Strategies

Good teaching strategies may not only engage students in learning but may also promote teachers’ self-concept about teaching. The present study empirically investigated the contributions of four popular teaching strategies, namely, feedback, scaffolding, active learning, and collaborating, to students’ engagement in learning and teachers’ self-concept in teaching. The study adopted a quantitative design, which surveyed 208 Australian primary school teachers by using a five-point Likert-scale questionnaire. The structure of the questionnaire was first explored by an exploratory factor analysis (EFA) and then through a confirmatory factor analysis (CFA) in order to provide an account for validity. The results of correlations showed that all the four teaching strategies were positively associated with both students’ engagement and teachers’ self-concept. The results of the structural equation modelling found that the strength of these relations varied. While feedback, scaffolding, and active learning strategies all positively contributed to teachers’ self-concept, collaborating neither significantly predicted students’ engagement nor teachers’ self-concept. Only scaffolding had a positive path to students’ engagement, implying that scaffolding may be the best strategy among the four teaching strategies to engage primary students. The study suggested to teachers that they need to consider the age of learners when implementing teaching strategies.

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