scholarly journals Can Tablet Computers Enhance Faculty Teaching?

2015 ◽  
Vol 7 (2) ◽  
pp. 242-246 ◽  
Author(s):  
Aditee P. Narayan ◽  
Shari A. Whicker ◽  
Robert W. Benjamin ◽  
Jeffrey Hawley ◽  
Kathleen A. McGann
Keyword(s):  
Teaching Methods ◽  
Peer Mentoring ◽  
Added Value ◽  
Tablet Computers ◽  
Bedside Teaching ◽  
Faculty Teaching ◽  
Teaching Faculty ◽  
Faculty Surveys ◽  
Teaching Modality ◽  
Teaching Rounds

Abstract Background Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Objective Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non–tablet-based teaching modalities. Methods We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non–tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Results Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Conclusions Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value.

scholarly journals 24. Developing Effective Guidelines for Faculty Teaching First-Year University Students

2011 ◽  
Vol 3 ◽  
pp. 146 ◽  
Author(s):  
Irene Carter ◽  
Donald Leslie ◽  
Donald Leslie ◽  
Sarah Moore ◽  
Sarah Moore
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
First Year ◽  
Campus Community ◽  
First Year Students ◽  
Faculty Teaching ◽  
Teaching Faculty ◽  
University Level ◽  
The University ◽  
First Year University

First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.

scholarly journals Persepsi Mahasiswa tentang Gaya Mengajar Dosen dan Fasilitas Belajar Terhadap Motivasi Belajar Mahasiswa Program Sudi Pendidikan Ekonomi STKIP PGRI Sumatera Barat

2018 ◽  
Vol 8 (2) ◽  
pp. 113
Author(s):  
Sri Wahyuni
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Teaching Styles ◽  
Economic Education ◽  
Learning Motivation ◽  
Economics Education ◽  
Faculty Teaching ◽  
West Sumatra ◽  
Teaching Faculty ◽  
Education Courses

This study aims to identify and analyze: 1) the perception of students about the style of teaching faculty to student learning motivation Economic Education STKIP PGRI West Sumatra. 2) To determine the motivation of learning facilities for students studying economics education courses STKIP PGRI West Sumatra 3) To Know students' perceptions on faculty teaching styles and learning facilities jointly influence on student learning motivation STKIP PGRI West Sumatra. This study was conducted In economics education courses STKIP PGRI West Sumatra In force 2012. The population in this study as many as 270 people, while the sample in this study as many as 161 people. Results of the study found that: 1) The perception of students about the style of teaching faculty partial effect on learning motivation students education courses economy STKIP PGRI West Sumatra with a coefficient of 0.027 2) Learning Facilities berpengararuh partially on motivation to learn Students STKIP PGRI West Sumatra, with the coefficient of 0.042 3) The perception of students on faculty teaching styles and learning facilities simultaneous effect on student learning motivation STKIP PGRI West Sumatra calculated F value of 1.006. From the results of this study are expected to pay more attention to the style of teaching faculty in the process of learning so that the learning process takes place better interaction with the students so as to increase the motivation of students in the learning process, and the campus can improve campus facilities in supporting the learning process.

Peer-assisted bedside teaching rounds

2015 ◽  
Vol 12 (3) ◽  
pp. 197-202 ◽  
Author(s):  
Aristithes Doumouras ◽  
Raphael Rush ◽  
Anthony Campbell ◽  
David Taylor
Keyword(s):  
Bedside Teaching ◽  
Teaching Rounds

scholarly journals Structural Change in Higher Education: Implications for Agricultural Economics Academic Programs

1993 ◽  
Vol 25 (1) ◽  
pp. 122-130
Author(s):  
Larry J. Connor
Keyword(s):  
Teacher Preparation ◽  
Graduate Education ◽  
Teaching Methods ◽  
Graduate Program ◽  
Faculty Training ◽  
Academic Programs ◽  
Agricultural Economics ◽  
Faculty Teaching ◽  
Growth Opportunity ◽  
Change In Higher Education

AbstractMajor changes affecting Agricultural Economics include: level and sources of funding, increased accountability, a renewed emphasis on teaching, increasing university and college linkages, an evolving student base, and the continuing adoption of educational technology. Major implications include: broader faculty teaching involvement, agribusiness program development, expanding multidisciplinary majors, Ph.D. program modifications for teacher preparation, expanding professional M.S. degrees, graduate program size and specialization reductions, alternative financing of graduate education, and faculty training in teaching methods. Teaching represents a major growth opportunity for Agricultural Economics, but it remains to be seen whether the discipline takes advantage of this opportunity.

Bedside Teaching Rounds Reconsidered

JAMA ◽  
2014 ◽  
Vol 311 (19) ◽  
pp. 1971 ◽  
Author(s):  
Steven McGee
Keyword(s):  
Bedside Teaching ◽  
Teaching Rounds

scholarly journals Pengaruh Metode Pembelajaran Dan Kecerdasan Interpersonal Terhadap Kompetensi Komunikasi Terapeutik Mahasiswa Program DIII Kebidanan Stikes Mitra Ria Husada Cibubur

2018 ◽  
Vol 20 (1) ◽  
pp. 1-12
Author(s):  
Dina Martha ◽  
Hartati Hartati ◽  
Zulfiati Syahrial
Keyword(s):  
Teaching Methods ◽  
Communication Competence ◽  
Learning Method ◽  
Bedside Teaching ◽  
Appropriate Use ◽  
Therapeutic Communication ◽  
Learning Methods ◽  
Coaching Methods ◽  
Level 3 ◽  
Better Than

This study aims to determine the method of learning and interpersonal intelligence to therapeutic communication competence of DIII students Obstetrics STIKes Mitra RIA Husada. Learning methods are placed on bedside teaching methods, coaching methods and demonstrations. The method used in this research is experiment with treatment design level 3 x 2 with sample 48 student. The summary of this research is: 1) Bedside teaching methods can improve therapeutic communication better than coaching methods and methods of demonstration; 2) Coaching learning method can improve therapeutic communication better than demonstration; 3) The existence of interaction between learning method and intelligent interpersonal to therapeutic communication competence; 4) students who have high interpersonal intelligence, more appropriate use of bedside teaching methods; 5) students who have low interpersonal intelligence, more appropriate use of coaching learning methods than the method of demonstration.

scholarly journals A comparison of teaching methods that provide patient orientation to inpatient unit procedures

2019 ◽  
Vol 7 (2) ◽  
pp. 48
Author(s):  
Kimberly Adler ◽  
Crystal McKeever ◽  
Aubry Dyer ◽  
Marylee Donaldson ◽  
Peggy Ward-Smith
Keyword(s):  
Teaching Methods ◽  
Knowledge Score ◽  
Knowledge Retention ◽  
Negative Influence ◽  
Instructional Method ◽  
Inpatient Unit ◽  
Surprising Result ◽  
Mode Of Instruction ◽  
Orientation Information ◽  
Teaching Modality

The descriptive longitudinal feasibility study compared two teaching methods focused on inpatient unit orientation. Once admitted, 20 patients were randomly assigned to one of two methods (written or video) that provided unit orientation information. Survey data, which assessed retention of the information and satisfaction with the instructional method, were collected 24 hours later. Descriptive analyses of these data determined that patients who received unit orientation information by video achieved a slightly higher knowledge score, but a slightly lower satisfaction with instruction score. These data demonstrate that the teaching modality has an effect on patient knowledge retention and satisfaction with care. Correlating the descriptive patient demographic and admitting diagnosis data to the study variables revealed that when the admitting diagnosis was alcohol-related there was a negative influence on knowledge retention, which was a surprising result. Coordinating the mode of instruction to patient data, and/or allowing the patient to choose their instructional method may enhance the inpatient experience.

High fidelity simulation as an alternative to traditional bedside teaching during COVID-19 and literature review (Preprint)

2021 ◽  
Author(s):  
Shereen Ajab ◽  
Emma Pearson ◽  
Steven Dumont ◽  
Alicia Mitchell ◽  
Jack Kastelik ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Examination ◽  
Teaching Methods ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Bedside Teaching ◽  
Risk Environment ◽  
Student Interactions ◽  
Simulation Based ◽  
The Impact

UNSTRUCTURED Bedside teaching is integral to medical education and has been highlighted to improve clinical and communication skills, as well as clinical reasoning. Despite the significant advantages of bedside teaching, it’s usage within medical education has been declining and additional challenges have been added during the COVID-19 pandemic. The pandemic has resulted in a significant reduction in opportunities to deliver bedside teaching due to risk of viral exposure, patients declining student interactions and ward closures. Educators have therefore been required to be innovative in their teaching methods, leading to the utilisation of online learning, social media platforms, virtual consultations, and simulation. Simulation based education allows for learning in a low-risk environment and affords the opportunity for deliberated repeated practice with standardisation of cases. Several studies have been described in the literature, predominately using the Harvey simulator. The results demonstrate simulation-based training can increase student’s confidence, increase the rates of correct clinical diagnoses and improve retention of skills and knowledge when compared with traditional teaching methods. In order to mitigate the impact of COVID-19 upon bedside teaching for third year students at Hull York Medical School, a high-fidelity simulation based model of traditional bedside teaching was designed and implemented. The teaching sessions focused on asthma and aortic stenosis with all students having the opportunity to perform history taking and a focused cardiorespiratory clinical examination using SimMan 3G. Key aspects of the pathologies including epidemiology, differential diagnoses, investigation and management were summarised using an interactive powerpoint presentation, followed by a debriefing session. Overall feedback was highly positive with 91% of students feeling more confident in their clinical examination skills following the teaching session, all students recommending the session to a colleague and implementation of regular simulation being frequently requested amongst the responses.

Evaluating Hospice and Palliative Medicine Education in Pediatric Training Programs

2016 ◽  
Vol 34 (7) ◽  
pp. 603-610 ◽  
Author(s):  
Arun L. Singh ◽  
Jeffrey C. Klick ◽  
Courtney E. McCracken ◽  
Kiran B. Hebbar
Keyword(s):  
Teaching Methods ◽  
Palliative Medicine ◽  
Response Rate ◽  
Training Programs ◽  
Complete Response Rate ◽  
Complete Response ◽  
Bedside Teaching ◽  
Perceived Benefit ◽  
The Impact ◽  
Medicine Education

Background: Hospice and Palliative Medicine (HPM) competencies are of growing importance in training general pediatricians and pediatric sub-specialists. The Accreditation Council for Graduate Medical Education (ACGME) emphasized pediatric trainees should understand the “impact of chronic disease, terminal conditions and death on patients and their families.” Currently, very little is known regarding pediatric trainee education in HPM. Methods: We surveyed all 486 ACGME-accredited pediatric training program directors (PDs) - 200 in general pediatrics (GP), 57 in cardiology (CARD), 64 in critical care medicine (CCM), 69 in hematology-oncology (ONC) and 96 in neonatology (NICU). We collected training program’s demographics, PD’s attitudes and educational practices regarding HPM. Results: The complete response rate was 30% (148/486). Overall, 45% offer formal HPM curriculum and 39% offer a rotation in HPM for trainees. HPM teaching modalities commonly reported included conferences, consultations and bedside teaching. Eighty-one percent of all respondents felt that HPM curriculum would improve trainees’ ability to care for patients. While most groups felt that a HPM rotation would enhance trainees’ education [GP (96%), CARD (77%), CCM (82%) and ONC (95%)], NICU PDs were more divided (55%; p < 0.05 for all comparisons vs. NICU). Conclusion: While most programs report perceived benefit from HPM training, there remains a paucity of opportunities for pediatric trainees. Passive teaching methods are frequently utilized in HPM curricula with minimal diversity in methods utilized to teach HPM. Opportunities to further emphasize HPM in general pediatric and pediatric sub-specialty training remains.

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