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Author(s):  
Julia Vaz Ernesto ◽  
Daiane Silva Machado ◽  
Camilo Lellis-Santos

Using real-world situations to engage students in learning specific content is preconized by educational research as an effective strategy. However, motivating students to establish personal and emotional connections with the curricular content is challenging. We presented a didactic strategy named The presidential election of the human body, created to use the presidential election context to engage students in studying cell function and structure using role-playing and appropriation of scientific concepts. Four groups of students (N=124) of the science and mathematics teacher training program chose a cell of the human body to impersonate, they studied the biology of their cell, and they ran in a presidential election campaign. They created slogans, videos, and materials for their campaign, and on the day of the election, the group of the students voted for the best slogan. The didactic strategy was capable of stimulating the appropriation of the characteristics of the cells they represented. The majority (75%) of the elected candidates represented cells that are linked to the nervous system. Musicality and humor were the most frequent styles that appeared in the slogans. Students strongly agreed that they enjoyed the activity and considered it valuable for contextualizing the learning of anatomy and physiology. Thus, the activity is a didactic resource to stimulate the students to embrace the content they are learning in a contextualized momentum of a presidential election.


2022 ◽  
Vol 15 (1) ◽  
pp. 821-836
Author(s):  
Mªdel Carmen Pegalajar Palomino ◽  
◽  
Estefanía Martínez Valdivia ◽  
Antonio Burgos García ◽  
◽  
...  

2022 ◽  
pp. 1069-1088
Author(s):  
M. Dolores Ramírez-Verdugo ◽  
Linda Gerena

The European Commission call to promote early foreign language learning among citizens in member states has led to a major paradigm shift in national and regional educational systems across Europe. The most extended option to make this shift effective has been applying bilingual education models which involve teaching academic subjects in foreign languages. Among those models, the so-called content and language integrated learning (CLIL) approach has been largely implemented in several countries and regions such as Madrid. This chapter gauges students' attitudes, perceptions, and beliefs on bilingual educational programs in Madrid. The findings revealed important issues related to curricular content, methodology and strategies, challenges, and successes of bilingual programs as perceived by students.


2021 ◽  
Vol 20 (2) ◽  
pp. 2
Author(s):  
ANNA REGINA CORBO ◽  
DANIEL GUILHERME GOMES SASAKI

In general, engineering students show little interest in the activities inherent in statistics subjects. This claim may be partly explained by the competition with other subjects in the first years of undergraduate courses, or by student perceived low attractiveness of the classes. In this context, several studies indicated that methodologies where the student is the protagonist of the learning process lead to greater engagement during the activities and better scores in the assessments. This work describes the use of active learning methodologies in an introductory probability and statistics course for Engineering classes at a Brazilian public institution. Two classes were monitored during one term: in the first one (control class) traditional lectures were used, in the second one (experimental class) three different active methodologies were applied, namely: Jigsaw, Peer Instruction and Think-Pair-Share. On the one hand, the results indicated slightly better performances in the experimental class, as well as an increase in attendance. On the other hand, dropout rates were similar in both classes. This study is part of a renewal proposal of the mathematics subjects, based on the use of active learning methodologies and the review of curricular content to meet current pedagogical demands. Abstract: Portuguese Em geral, os alunos de Engenharia demonstram pouco interesse nas atividades inerentes à disciplina de Estatística. Tal constatação pode ser em parte explicada pela concorrência com outras disciplinas do ciclo básico, ou ainda, pela pouca atratividade das aulas. Nesse contexto, diversos estudos apontam que metodologias onde o aluno é o protagonista do processo de aprendizagem acarretam maior engajamento durante as atividades e melhores escores nas avaliações. Este trabalho descreve o uso de metodologias de aprendizagem ativa em um curso introdutório de Probabilidade e Estatística para turmas de Engenharia, numa instituição pública brasileira. Duas turmas foram monitoradas ao longo de um semestre: na primeira, fez-se uso de aulas expositivas dialogadas (turma controle) e, na segunda, aulas com três metodologias ativas diferentes, a saber: Jigsaw, Peer Instruction e Think-Pair-Share (turma experimental). Os resultados indicam um desempenho acadêmico levemente melhor da turma experimental, assim como na frequência dessa turma. Por outro lado, a taxa de evasão manteve-se semelhante em ambas as turmas. Este estudo é parte de uma proposta de renovação para as disciplinas de cunho matemático da instituição, baseada no uso de metodologias de aprendizagem ativa e na revisão de conteúdos curriculares para atender às demandas pedagógicas atuais.


10.2196/31043 ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. e31043
Author(s):  
Rebecca Charow ◽  
Tharshini Jeyakumar ◽  
Sarah Younus ◽  
Elham Dolatabadi ◽  
Mohammad Salhia ◽  
...  

Background As the adoption of artificial intelligence (AI) in health care increases, it will become increasingly crucial to involve health care professionals (HCPs) in developing, validating, and implementing AI-enabled technologies. However, because of a lack of AI literacy, most HCPs are not adequately prepared for this revolution. This is a significant barrier to adopting and implementing AI that will affect patients. In addition, the limited existing AI education programs face barriers to development and implementation at various levels of medical education. Objective With a view to informing future AI education programs for HCPs, this scoping review aims to provide an overview of the types of current or past AI education programs that pertains to the programs’ curricular content, modes of delivery, critical implementation factors for education delivery, and outcomes used to assess the programs’ effectiveness. Methods After the creation of a search strategy and keyword searches, a 2-stage screening process was conducted by 2 independent reviewers to determine study eligibility. When consensus was not reached, the conflict was resolved by consulting a third reviewer. This process consisted of a title and abstract scan and a full-text review. The articles were included if they discussed an actual training program or educational intervention, or a potential training program or educational intervention and the desired content to be covered, focused on AI, and were designed or intended for HCPs (at any stage of their career). Results Of the 10,094 unique citations scanned, 41 (0.41%) studies relevant to our eligibility criteria were identified. Among the 41 included studies, 10 (24%) described 13 unique programs and 31 (76%) discussed recommended curricular content. The curricular content of the unique programs ranged from AI use, AI interpretation, and cultivating skills to explain results derived from AI algorithms. The curricular topics were categorized into three main domains: cognitive, psychomotor, and affective. Conclusions This review provides an overview of the current landscape of AI in medical education and highlights the skills and competencies required by HCPs to effectively use AI in enhancing the quality of care and optimizing patient outcomes. Future education efforts should focus on the development of regulatory strategies, a multidisciplinary approach to curriculum redesign, a competency-based curriculum, and patient-clinician interaction.


2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Deborah S. Finnell ◽  
Michael Sanchez ◽  
Bryan R. Hansen ◽  
Alicia Stevens ◽  
Christine L. Savage ◽  
...  

2021 ◽  
Vol 16 (4) ◽  
pp. 255-261
Author(s):  
Jennifer Cuchna ◽  
Sarah Manspeaker ◽  
Alison Wix

Context The Board of Certification Standards of Professional Practice and the 2020 Curricular Content Standards indicate athletic trainers should establish working relationships with collaborating medical professionals and be able to communicate effectively. In addition, increased emphasis on interprofessional collaboration (IPC) in practice is apparent throughout health care professions and their educational programs. However, integrating both interprofessional communication and IPC within 1 learning opportunity can be difficult. Objective To share an educational approach aimed to enhance athletic training students' abilities and confidence in delivering patient information to physician assistant students via the situation, background, assessment, and recommendation (SBAR) technique. Background As part of the health care team, athletic trainers need to communicate with various providers while making clinically based decisions. Anecdotally, learners in their final year of health care education are not confident in their ability to make recommendations to other health care professionals. The SBAR communication strategy from the evidence-based framework TeamSTEPPS has become widely adopted in health care disciplines and may help to enhance confidence in communication. Description This learning activity enables athletic training students to use a patient case scenario to develop an SBAR for delivery via phone to a physician assistant studies student. This article describes the content, delivery methods, outcomes to date, and connection to the 2020 Curricular Content Standards. Clinical Advantage(s) This clinically relevant activity provides a low-stakes, real-life opportunity for students to practice communication skills, including the following: condensing the evaluation process, clinical decision-making skills, and the ability to make recommendations for a plan of care. Active participation in the communication process enhances reasoning skills needed for collaborative clinical decision making and the transfer of care, when applicable. Conclusion(s) Developing and implementing an interprofessional SBAR communication experience with 2 health care disciplines is an innovative strategy that bridges the gap between clinical education and actual patient care experiences while addressing curricular content needs.


2021 ◽  
Vol 16 (4) ◽  
pp. 287-299
Author(s):  
Elizabeth R. Neil ◽  
Zachary K. Winkelmann ◽  
Lindsey E. Eberman

Context The examination, diagnosis, and intervention curricular content listed in the 2020 Commission on Accreditation of Athletic Training Education Standards for Accreditation of Professional Athletic Training Programs states that learners must be able to evaluate and manage wounds, including care and closure. Although many wound closure techniques exist in clinical practice, suturing may be a necessary skill for athletic trainers (ATs) and one for which they need proper training. Objective To describe the instructional format and step-by-step process for wound closure using the “simple interrupted” method of suturing. Background Athletic training has continued to evolve in terms of the skills that are permitted within the scope of an AT's practice. The skill of wound closure via suturing has been omitted in athletic training programs due to the invasive nature of the technique. As state practice acts continue to adapt, many athletic training programs are adding suturing to their curricular content, and subsequently, a need exists to educate the credentialed AT. Description A multimodal approach to teaching suturing is recommended. This educational technique focuses on the cognitive introduction module that should occur before the skills lab. Step-by-step instructions are available to ensure that educators are able to properly train others in the task and for learners to gain a baseline understanding of the technique. Clinical Advantage(s) Described herein are multiple strategies related to supplies and techniques to be mindful of the resources available for other athletic training programs. In addition, ATs who are trained and permitted to suture can provide improved patient outcomes through comprehensive interventions at the point of care. Conclusion(s) Learners should be taught the skills of suturing including wound cleaning and anesthetizing and given opportunities to practice the skills over time. By providing budget-conscious options and alternative methods of instruction, this skill can be delivered for most programs.


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