Optimizing pre-clerkship medical education at the University of Ottawa

COVID-19 has brought forth unprecedented changes in the delivery of medical education. With concerns rising over a new variant and an upheaval in vaccine distribution, institutions have had to re-strategize and, in many cases, implement provisional shutdowns to contain the spread of SARS-CoV-2. For medical schools, providing an optimal balance between in-person training and virtual learning has been challenging. At the University of Ottawa Faculty of Medicine, key components of the undergraduate medical education, including in-class lectures, interactive practical sessions, and clinical placements, have been affected by the pandemic. In this paper, we highlight barriers to an optimal learning experience among pre-clerkship students at the University of Ottawa and propose ways in which this can be overcome.

Implementation of Games in Primary School Social Studies Lessons

This chapter presents the implementation of games in teaching social studies in primary schools. In Slovenia, social studies lessons combine educational goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, and ecology with the national curriculum based on the constructivist approach. Game-based learning enables an optimal learning environment for students. This chapter researches games in social studies. Results show teachers rarely use didactic games in social studies and that games are most commonly used at the beginning of lessons to achieve greater motivation and concentration of students and for more diversified classes. Most respondents' students like game-based learning in social studies and also estimate that games are not played often enough.

Pengaruh Model Kooperatif Think Pair Share (Tps) Terhadap Hasil Belajar Passing Bawah Dalam Bola Voli Kelas Viii Smp N 1 Japah Tahun Ajaran 2019/2020

The motivation for this research is the lack of optimal learning by teachers and the lack of value for students in learning volleyball. Many students are passive when learning activities occur. The purpose of this research is to use the Think Pair Share cooperative learning method in SMP N 1 Japah to determine the progress of students' learning outcomes in Class VIII. The results of showed that before the study of the Think Pair Share method, the average learning outcome increased to 64, and after the study of the Think Pair Share learning model, it increased to 70. Therefore, the increase of 6 The type of research is quantitative research. In this study, the researchers used a pre- and post-test design. The advice given by the researchers is that teachers should optimize learning. Students are more active in the learning process.

English Teachers’ Readiness to Implementing Online Learning

Nowadays, education system is conducted in the different ways in which the learning and teaching process can be done as a distance learning without time and space limitation or commonly known as online learning. This study aimed at analyzing teachers’ readiness implementing online learning and to know strengths and weakness of online learning. This study was formed in descriptive qualitative research. Five teachers and a principal involved as subject meanwhile object of the study was teachers’ readiness implementing online learning. The data were gained through observation, survey, and interview by the use of observation check-list, questionnaire, and interview guide. The obtained data were analyzed by using Qualitative Data Analysis. The result showed the readiness of English teachers implementing online learning was good enough. Teachers was ready in 3 procedures like opening/pre-activity, main activity, and post-activity that conducted by the online meeting. Unstable of internet and not optimal learning were the disadvantages of online learning because teachers couldn't meet students directly and teacher only could transfer knowledge or theory and teacher couldn't educate students’ character. While for advantages aspect, teacher easier and simpler in teaching because they could teach anywhere. Online learning program was supportive and helpful to the institution, especially the school in this abnormal situation and condition.

Strategi Guru Ilmu Pengetahuan Sosial dalam Mengoptimalkan Aspek Afektif Peserta Didik di SMPN 8 Pamekasan

The teacher's strategy in optimizing the affective aspects of students is a very important thing in education because the affective aspects will relate to the interests and attitudes of students in learning. This study aims to determine the strategies of social studies teachers in optimizing the affective aspects of students at SMPN 8 Pamekasan, to determine the impact of implementing the social studies teacher strategies in optimizing the affective aspects, and the supporting and inhibiting factors in the social studies teacher strategies in optimizing the affective aspects of students. This study uses a qualitative approach to the type of phenomenological research. From this research, it is known that there are several strategies that social studies teachers use in optimizing the affective aspects of students, starting from pre-learning, during learning and post-learning, all of which is done in order to get optimal learning outcomes from students at school.

Clinical placement models for undergraduate health professions students: a scoping review

Background Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. Objectives This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. Design A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. Results Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. Conclusions As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.

A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation

Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.

Exploring Interest Formation in English Learning through XploreRAFE+: A Gamified AR Mobile App

The use of gamification and AR technology is found to have the capacity to enhance students’ interest. In this study, the researchers chose a class in a vocational college in China as a specific case that used the gamified AR mobile application, called XploreRAFE+. This study aimed to explore the use of XploreRAFE+ in the formation of learners’ interest in order to answer the research question: What is the process of interest formation among vocational college students in a gamified AR environment, and how does it sustain students’ motivation in learning English? The data for the study were collected via observations, interviews, and document analysis. The findings of the study indicated that in a gamified AR environment, vocational college students’ interest was triggered by piquing curiosity. This then led to optimal learning experiences, where eventually the students began to have positive perceptions of English lessons and were motivated to extend learning experience on their own. These three components of interest formation formed a dynamic loop where interest formation was developed in a cyclical process. It is proposed that a cyclical formation of interest developed through a gamified AR environment over time could sustain learners’ motivation.

Empirical validation of the psychological concept of a perceived feeling of ‘energy’: Advancement into the study of positive psychology

The paradigm of positive psychology, significant in nature, helps to explain the proactivity and motivation of human agency, such as a secondary school student’s state of autonomy, confidence, and personal resolve to strive for optimal learning and/or non-learning experiences. Our recent research development, in tandem with other scholars’ inquiries, has focused on one aspect of positive psychology–namely, a person’s achievement of ‘optimal best’, which reflects the maximization of his/her state of functioning (e.g., cognitive functioning). Capitalizing on our previous research, we develop a psychological concept that we term as a ‘perceived feeling of energy’. A perceived feeling of energy (e.g., a perceived feeling of liveliness) is proposed to act as a ‘motivational engine’, or as a central driver, which then could predict and enhance a person’s achievement of optimal best. Six hundred and twenty-seven university students (N = 438 women, 189 men) responded to a suite of self-report questionnaires. Structural equation modelling (SEM) techniques were used to test a conceptual model, where we focused on the antecedent (i.e., the direct impact of self-efficacy on a perceived feeling of energy) and consequence of a perceived feeling energy (i.e., the impact of a perceived feeling of energy on personal resolve, and the sustaining of optimal best). Analysis of results showed support for our original hypothesized model–for example: self-efficacy as an antecedent of energy and the central role of the energy as a predictor and potential mediator of future outcomes.

A Cognitive Diagnostic Module Based on the Repair Theory for a Personalized User Experience in E-Learning Software

This paper presents a novel cognitive diagnostic module which is incorporated in e-learning software for the tutoring of the markup language HTML. The system is responsible for detecting the learners’ cognitive bugs and delivering personalized guidance. The novelty of this approach is that it is based on the Repair theory that incorporates additional features, such as student negligence and test completion times, in its diagnostic mechanism; also, it employs a recommender module that suggests students optimal learning paths based on their misconceptions using descriptive test feedback and adaptability of learning content. Considering the Repair theory, the diagnostic mechanism uses a library of error correction rules to explain the cause of errors observed by the student during the assessment. This library covers common errors, creating a hypothesis space in that way. Therefore, the test items are expanded, so that they belong to the hypothesis space. Both the system and the cognitive diagnostic tool were evaluated with promising results, showing that they offer a personalized experience to learners.