scholarly journals On teaching styles of water educators and the impact of didactic training

2012 ◽  
Vol 9 (3) ◽  
pp. 2959-2986 ◽  
Author(s):  
A. Pathirana ◽  
J. H. Koster ◽  
E. de Jong ◽  
S. Uhlenbrook

Abstract. Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named University Teaching Qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

2012 ◽  
Vol 16 (10) ◽  
pp. 3677-3688 ◽  
Author(s):  
A. Pathirana ◽  
J. H. Koster ◽  
E. de Jong ◽  
S. Uhlenbrook

Abstract. Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.


2020 ◽  
Vol 9 (1) ◽  
pp. 87-97
Author(s):  
Ade Febri ◽  
Sajidan Sajidan ◽  
Sarwanto Sarwanto ◽  
Dewanto Harjunowibowo

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills


2018 ◽  
Vol 9 (1) ◽  
pp. 53
Author(s):  
Faustina Nyame ◽  
Ibrahim Alhassan ◽  
Abukari Alhassan

This paper examines students’ perception of the impact of lecturers’ ranks on their performance across departments in the Faculty of Mathematical Sciences (FMS) of the University for Development Studies (UDS), Navrongo Campus. The study used a self-designed structured questionnaire administered to 160 respondents (students) of the Faculty. All the 160 questionnaires were retrieved, which represents 100% response rate. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0 for windows. Multivariate Analysis of Variance (MANOVA) results showed that (at P<0.05) Senior Lecturers received higher ratings followed by Lecturers and then Assistant Lecturers, indicating that the ranks of Teaching Staff significantly influenced their performance across the various departments of the Faculty. Recommendations and implications for management of Higher Institutions of Learning (HIL) have been discussed. The paper contributes to the literature in the area of supervision and evaluation of the performance of teaching staff in the HIL context.


2019 ◽  
Vol 104 (7) ◽  
pp. e2.52-e2
Author(s):  
Suzannah Hibberd ◽  
Alok Sharma ◽  
Marhamat Chavoshzadeh

BackgroundIn January 2018, neonatal intubation premedication kits containing atropine, suxamethonium and fentanyl were introduced alongside the implementation of dose- banding for these medicines according to patient’s weight and regardless of the patient’s gestation. A prescribing bundle on the electronic prescribing system was also created to automatically populate the doses based on the patient’s weight. Seven kits are produced each week by the Pharmacy Technical Services Unit.AimTo assess the staff perceived impact of pre-prepared intubation drug kits with associated dose-banding of the medication.MethodsThree months after the kits were implemented, a survey was sent to all nursing and medical staff to establish their thoughts on the intubation process before and after the introduction of pre-made intubation drug kits.Results78 staff responded, 45.5% were doctors and 54.5% were nursing staff. The response rate was 53.8%. 78% of respondents reported being part of a difficult intubation over the last 5 years. The main problems identified, prior to the implementation of the neonatal intubation drug kits, included the intubation process (51.5%), preparation and communication prior to intubation, (13.6%), time drawing up intubation drugs (10.6%) and the patient having a difficult airway (9%). 87.2% found the premade intubation kits very useful, none of the respondents thought the kits were not useful. Four themes were found irrespective of whether the respondent was a doctor or member of nursing staff. The themes were: they made the process easier; quicker; reduced risk of error and helped provide better patient care. When asked if any complications had arisen, 4% reported that they had run out of kits and 2.7% said there was confusion when signing the kits out of the controlled drug (CD) register.Three weeks out of 25 saw all the kits being used, average usage is 4 intubation kits per week. 97.4% reported the doses used were effective in sedating and paralysing the baby prior to intubation, 2.6% commented that they were somewhat effective but that in one occasion the paralysis had not been optimal, however they questioned whether the cannula had been functioning properly.ConclusionThe implementation of ready to use intubation drug kits has made the process of preparing for an intubation easier and quicker for all involved in the process. Having the dose banding set up on the electronic prescribing system has reduced the chance of prescribing errors and the pre- filled kits have reduced the chances of calculation errors during drug preparation. When the kits run out there are instructions in the guideline detailing how to make the required concentrations. As a result of this study standardised teaching videos were introduced from the beginning of July 18. Further simulations have been completed to ensure that all staff follow a standardised process. Next steps are to ensure that the documentation in the CD register includes all necessary information without any need for amendments. To overcome this, a stamp is being designed to use in the book each time a patient requires a kit, thereby providing a prompt for the nurses.


2010 ◽  
Vol 38 (7) ◽  
pp. 941-954
Author(s):  
Neşe Tertemiz

The aim in this study was to identify the beliefs of Turkish and Finnish elementary trainee teachers about the teaching styles of university teaching staff; in particular, in terms of the teachers' sociolinguistic and textual competence and significant mores of university educational culture. Data were gathered using the University Teaching Beliefs Questionnaire (Gorsuch, 2003). The findings showed that a meaningful difference occurred in the beliefs of Turkish students between the 1st to 4th years of their course, in the dimensions of sociolinguistic competence and significant mores of university educational culture, but no such change was observed among Finnish students. When students from the 2 countries were compared according to their years of study, meaningful differences were found in their beliefs in the dimensions of sociolinguistic competence and significant mores of university educational among 1st-year students and in the dimension of significant mores of university educational culture among 4th-year students.


2008 ◽  
Vol 122 (10) ◽  
pp. 1052-1056 ◽  
Author(s):  
M I Trotter ◽  
I Donaldson

AbstractObjectives:(1) To assess the subjective tinnitus perception of patients with audiologically proven hearing loss presenting to a tinnitus clinic, both before and after hearing aid provision; (2) to investigate subjective tinnitus perception in patients with unilateral and bilateral hearing loss; and (3) to assess the impact on tinnitus perception, if any, of a digital hearing aid programme in patients provided with hearing aids.Design:Prospective data collection for patients attending a tinnitus clinic over a 25-year period (1980–2004).Setting:University teaching hospital otolaryngology department.Participants:A total of 2153 consecutive patients attending a consultant-delivered specialist tinnitus clinic.Main outcomes measures:A visual analogue scale was used to assess the degree of tinnitus perception improvement, if any, comparing before versus after unilateral or bilateral aiding (in those with audiometrically proven hearing loss). A further assessment compared the effect of digital hearing aid programme introduction on symptomatic tinnitus perception in patients provided with unilateral or bilateral aids.Results:A total of 1440 patients were given hearing aids (826 unilateral and 614 bilateral). There was little difference in tinnitus perception, comparing overall aiding results in unilaterally or bilaterally aided patients. Overall, 554 (67 per cent) of unilaterally aided patients and 424 (69 per cent) of bilaterally aided patients reported some improvement in their tinnitus perception following aiding. There was a statistically significant improvement in tinnitus perception, comparing analogue aids with digital hearing aids, following introduction of a digital hearing aid programme in 2000, in both unilaterally (p < 0.001) and bilaterally (p < 0.001) aided patients.Conclusions:Provision of hearing aids in patients with audiometrically demonstrable hearing loss can play a very important part in tinnitus control. The additional improvement in tinnitus control observed following introduction of programmable digital aids had a summative effect in the management of these patients.


Author(s):  
Ionela Roxana Urea

Today, teaching is no longer an approach as a simple act. The complexity of the society has led to a more careful study of the teaching process, so that, over the last 10 years, specialists are increasingly discussing about teaching styles as differentiating elements of the quality of educational services offered to students. The present study tries to reveal the impact that teacher’ teaching style has upon the student’s well-being level. We investigated 180 Romanian teachers who teach different disciplines (48.3% at secondary school’ pupils and 51.7% at high school’ pupils), and 385 Romanian pupils: 48.16% coming from secondary schools and 51.84% coming from high schools, aged 10–18 years old. Using specific and adapted investigative tools (The ‘Teaching style questionnaire’ and ‘The Ryff’s Well Being Scale’), we found specific influences of teacher’ teaching style upon the elements that define the well-being level. Keywords: Teaching style, well-being, pupils, classroom management, educational quality services.


Author(s):  
Elijah Isanda Omwenga ◽  
Peter M. F. Mbithi ◽  
John N. Muthama ◽  
John Mwarabu Chone

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.


2021 ◽  
Vol 20 (4) ◽  
pp. 89-97
Author(s):  
A.V. Shulmin ◽  
◽  
A.A. Gerberg ◽  
N.V. Tikhonova ◽  
◽  
...  

Objectives. To study the impact of participation in the work of medical institutions providing assistance to patients with COVID-19 on the professional self-identification of students. Material and methods. The study was carried out on the basis of the educational institution «VSMU». Inclusion group: medical students of the 4th-6th years who took part in the work of medical teams providing assistance to patients during the period of an epidemic rise in the incidence of respiratory infections, including SARS-CoV-2 coronavirus one. The survey was conducted in the form of an anonymous questionnaire. To segment the respondents according to certain criteria, depending on their answers, the «decision tree» method was used. Results. In the course of the study, it has been found that 1.8 times more often the question «To what extent did you manage to combine your work and studies?» the answer «everything turned out well» was given by the students who indicated that they had a curator who helped them to cope with their professional adaptation difficulties. The higher the self-esteem of the personal level of knowledge and skills was, the more often students chose the answer that they were definitely not going to leave medicine and change their profession. Conclusions. Based on the survey data, one of the most significant factors influencing the adaptation and development of practical skills is the high-quality work of university teaching staff and a physician-curator. An important role in professional adaptability is played by the solution of psychoemotional problems of working students through the establishment of their close interaction with the social, pedagogical and psychological service of the university, professional training centers.


BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e049590
Author(s):  
Marija Franka Žuljević ◽  
Karlo Jeličić ◽  
Marin Viđak ◽  
Varja Đogaš ◽  
Ivan Buljan

ObjectivesTo evaluate the impact of the first COVID-19 lockdown in 2020 on the burnout and study satisfaction of medical students.DesignA cross-sectional study with a presurvey and postsurvey.SettingUniversity of Split School of Medicine (USSM), Split, Croatia. The lockdown in the COVID-19 pandemic lasted from late March to mid-May 2020. There was a full switch to e-learning at the USSM during this period, and all clinical teaching was stopped.ParticipantsStudents enrolled in the 2019/2020 academic year. Data were collected before lockdown in December 2019 and January 2020 and again after the end of lockdown in June 2020.Primary and secondary outcome measuresStudy satisfaction was assessed using the study satisfaction survey. Burnout was assessed using two instruments: Oldenburg Burnout Inventory and Copenhagen Burnout Inventory. We used Bayesian statistics to compare before-and-after differences.Results437 independent responses (77.2% response rate) were collected before and 235 after lockdown (41.5% response rate). 160 participant responses were eligible for pairing. There was no significant difference for both paired and unpaired participants in study satisfaction before (3.38 on a 1–5 scale; 95% credible interval (95% CrI) 3.32 to 3.44) and after (3.49, 95% CrI 3.41 to 3.57) lockdown. We found no evidence (Bayes factor (BF10) >3.00 as a cut-off value) for an increase in the level of burnout before and after lockdown, both in independent and paired samples.ConclusionsIt seems that the first pandemic-related lockdown and a switch to e-learning did not affect burnout levels among medical students or their perception of their study programme. More insight is needed on the short-term and long-term effects of the COVID-19 pandemic on medical students and their education. Well-structured longitudinal studies on medical student burnout during the COVID-19 pandemic are needed.


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