Educational Methodology
Recently Published Documents





2021 ◽  
Vol 11 (12) ◽  
pp. 5634
Diego Vergara ◽  
Manuel P. Rubio ◽  
Jamil Extremera ◽  
Miguel Lorenzo

Technical drawing (TD) is a subject frequently perceived by engineering students as difficult and even lacking in practical application. Different studies have shown that there is a relationship between studying TD and improvement of spatial ability, and there are precedents of works describing successful educational methodologies based on information and communications technology (ICT), dedicated in some cases to improving spatial ability, and in other cases to facilitating the teaching of TD. Furthermore, interdisciplinary learning (IL) has proven to be effective for the training of science and engineering students. Based on these facts, this paper presents a novel IL educational methodology that, using ICT-based tools, links the teaching of industrial radiology with the teaching of TD, enhancing the spatial ability of students. First, the process of creating the didactic material is described in summary form, and thereafter, the way in which this educational methodology is implemented in the classroom. Finally, we analyze how the use of ICT-based didactic tools such as the one described in this paper can contribute to the achievement of the sustainable development goals set out in the 2030 Agenda of the United Nations.

2021 ◽  
Vol 21 (1) ◽  
Yi-Sheng Yang ◽  
Pei-Chin Liu ◽  
Yung Kai Lin ◽  
Chia-Der Lin ◽  
Der-Yuan Chen ◽  

Abstract Background Service learning (SL) is an educational methodology presumed to help medical students be more empathetic and compassionate. We longitudinally investigated the level of empathy in medical students and how preclinical SL experience was related to their level of empathy in their clinical clerkships. Methods Our cohort comprised fifth-year medical students engaged in clerkships as part of a 7-year medical programme at one medical school in Taiwan. Surveys were conducted at the beginning of the clerkship in September 2015 (T1) to collect data on the medical students’ preclinical SL experience in curriculum-based service teams (CBSTs) and extracurricular service teams (ECSTs) and their SL self-efficacy, demographic characteristics, and empathy level. Subsequently, three follow-up surveys were conducted once every 3 months to determine the empathy level of the students during their clinical clerkships (T2–T4). Seventy students who returned the written informed consent and completed the baseline (T1) and two or more follow-up surveys (T2–T4) were included in our analysis with the response rate of 34%. In total, 247 responses across the 1-year clerkship were analysed. Descriptive statistics, paired t tests, and generalised estimating equations were employed. Results Our study revealed that changes in empathy level in the dimensions of perspective taking, compassionate care, and standing in patients’ shoes in their clinical clerkships. Relative to that at T1, their empathy decreased in perspective taking and compassionate care at T2–T4 but increased in standing in patients’ shoes at T3. Additionally, our study verified the positive effect of medical students’ preclinical SL experience in CBSTs and ECSTs on empathy in terms of compassionate care and perspective taking, respectively, but not on that of standing in patients’ shoes. Conclusions Separate investigations into subconstructs of empathy, such as perspective taking, compassionate care, and standing in patients’ shoes, in medical students may be necessary for exploring the various driving forces or barriers to developing empathy in medical students. Moreover, SL experience through both CBSTs and ECSTs at medical academies may have positive effects on medical students’ empathy in their clinical clerkships and should be promoted at medical schools.

2021 ◽  
Vol 13 (10) ◽  
pp. 5336
Joshua Collado-Valero ◽  
Gemma Rodríguez-Infante ◽  
Marta Romero-González ◽  
Sara Gamboa-Ternero ◽  
Ignasi Navarro-Soria ◽  

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

2021 ◽  
Vol 10 (39) ◽  
pp. 102-116
Yuri V. Kryanev ◽  
Tatyana P. Pavlova ◽  
Daniil A. Kvon

The purpose of the work is to identify in the study of education, as a socio-cultural phenomenon, its functional and structural-organizational features at different historical stages of development and to analyze the relation of the concepts of "education", "science" and "intelligence". Methodology and research methods used in the study are the following: comparative analysis method, systematic approach, functional and cultural approaches and philosophical reflection. Key findings are the following: strategy of introducing new standards in the educational process in connection with the transition to digital reality requires changing the educational methodology and creating a new format for the development of teaching methods. The relation between the concepts of "methodology", "education" and "science" are ambiguous, their use is contextual. The main method of analysis of the study of functionality is philosophical reflection, which reveals their meaning and purpose. As a result of the study of the functional, structural and organizational features of education, the necessary object (material or spiritual) of research is created, where the relation between science and education is revealed. The question of the relation of research methodology and methods of the educational process becomes a question of the interactions of spirituality and science, values and knowledge.

2021 ◽  
Vol 8 (1) ◽  
pp. 57-84
Yusuf Siswantara

Jesus is a teacher who sets an example of His teaching to the disciples. The story of the early disciples' vocation provides evidence that Jesus is expertise in personal development. This fact is a moral criticism issue that is not in line with religious values and a challenge to Christian religious education which means the Church work in the educational issue. Through a library research approach, this study aims to explore the pedagogical meaning and methods of Christian religious education in vocational stories (Matthew 4: 18-22, Markus. 1: 16-20, Luke 5: 1-14). The focus is on the pedagogical meaning, methodology and implementation of the teachings of Jesus in the vocational story. The result is an imaginative analogy, a term that affirms the educational meaning of Christian religious and educational methodology where the experience (in the light of) faith is accompanied by acts that are much more effective in Christian religious education. Keywords: Pedagogy; Educational Methods; Christian Religious Education; Disciples of Jesus. 

2021 ◽  
Vol 13 (8) ◽  
pp. 4526
Alejandra Tauro ◽  
Jaime Ojeda ◽  
Terrance Caviness ◽  
Kelli P. Moses ◽  
René Moreno-Terrazas ◽  

To contribute to achieving local and global sustainability, we propose a novel educational methodology, called field environmental philosophy (FEP), which orients ecotourism practices to reconnect citizens and nature. FEP is based on the systemic approach of the biocultural ethic that values the vital links among the life habits of co-inhabitants (humans and other-than-humans) who share a common habitat. Based on this “3Hs” model (habitats, co-inhabitants, habits), FEP combines tourism with experiential education to reorient biocultural homogenization toward biocultural conservation. FEP’s methodological approach seeks to integrate social, economic, and environmental dimensions of sustainability by generating new links between biological and cultural diversity at different spatial and social scales. Ecotourism has an underutilized potential to link sciences with education and conservation practices at different scales. By incorporating a philosophical foundation, FEP broadens both understanding and practices of environmental education and sustainable tourism. FEP has been developed at the Omora Ethnobotanical Park in the Cape Horn Biosphere Reserve, Chile, at the southern end of the Americas since 2000, where it has oriented transdisciplinary work for the creation of new protected areas and ecotourism practices. FEP enables an integration of biophysical, cultural, and institutional dimensions into the design of ecotourism activities that transform and broaden the perceptions of tourists, local guides, students, and other participants to better appreciate local biological and cultural diversity. FEP’s methodology is starting to be adapted in other world regions, such as Germany, Japan, and Mexico, to integrate education and ecotourism for sustainability.

2021 ◽  
Vol 13 (4) ◽  
pp. 98
María Artemisa Sangermán Jiménez ◽  
Pedro Ponce

Universities and high schools constantly research and develop educational methods to improve the student learning process. This paper presents a novel educational methodology for students to obtain better learning results in Spanish grammar through an intervention that fuses differentiated instructions, standardized evaluation, and a Fuzzy Logic Type 2 system. This successful case study in a Mexico City high school reports improved Spanish grammar outcomes after the intervention. Before then, 79% of the students did not obtain satisfactory scores in a national Spanish evaluation. This educational methodology uses a flexible intervention plan that could be replicated or tailored for various educational scenarios and topics using the same framework.

2021 ◽  
Vol 1 (1) ◽  
pp. 10-16
Alan Lechusza Aquallo

This article focuses upon how, within American Indian Studies courses, there is a necessary border crossing between territorialized Native and non-Native students. Taking the literal borders of Indian reservations, and repositioning these realities as a metaphor for critical epistemological deconstruction, I argue that there is a necessary educational border crossing which is necessary for Native/Indigenous equity and socio-political justice to be realized and acquired as cultural currency. As students within these courses begin to understand, embrace, and challenge American Indian Studies (AIS) courses, and the dynamics of the discipline, there is a self-defined border crossing between, and within, the Native/Indigenous ideological territories, and literal, physical reservation borders, which the curriculum represents. Each student may – or will – find their own point of critical Native/Indigenous inquiry, from which they are challenged and welcomed to embrace, as well as depart from previous scripted Euro American rhetorical references regarding Native/Indigenous cultures. Following this critical epistemology, for the student participant, a new territory of knowledge, cultural, and expressed understanding from, and about, Native/Indigenous Peoples becomes manifest; a new academic frontier is possible. Applying this methodology, for academic decolonization, the i/Indian image/icon need not exist within the textbook(s); the potential for recognizing and decolonizing the physical reservation borders becomes possible. The realities of Native lives – both historic and contemporary - do matter, beyond these limitations and scripted inclusions within textbooks. Whereas a text may prove as a site of disenfranchisement, inequity, and, tribal marginalization, there, then, lies the necessity for Native V/voices to be heard, reviewed, and function as sovereign references and expressions, which advances beyond the terminal reservation borders as agency. This article seeks to challenge pre-determined academic references, mis-representations and re-presentations of Native Peoples, read: the i/Indian image/icon, as well as providing a critique of how Native/Indigenous realities are, then, able to sovereignly relate to the large non-Native population beyond the limitations of a physical reservation border. Taking note that there is no one single educational methodology, which can be applied within American Indian courses, multiple academic perspectives begin to surface, which address the educational process about Native Peoples. The 3 views of Indian education – anthropological/archeological/ethnographic/historical, sympathetic, activist - as I argue, become, and are maintained as antiquated points of articulation, which continue to be employed about Native Peoples, replacing the active dynamics of Native cultures, customs, traditional knowledge, and expressions. This article, therefore, challenges these 3 views of Indian education - anthropological/archeological/ethnographic/historical, sympathetic, activist - noting that the classroom, textbook(s), and their references, mis-representations and re-presentation(s) about Native Peoples, need to be decolonized, following the importance, ideology, dialectics and dynamics of tribal sovereignty, equity, and socio-political justice.

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Pritesh Mistry ◽  
James Bateman ◽  
Kay Hughes

Abstract Background/Aims  The COVID-19 pandemic has resulted in a number of changes in practice in the UK, including the reduction in routine day-case attendances for intravenous rheumatology treatments. Due to redeployment and resultant staff shortages, we required alternatives to day case attendance. The usual face-to-face education that normally supports this was not possible. Methods  In March 2020, we identified patients receiving monthly intravenous tocilizumab on our day-unit and planned a supported transition to weekly subcutaneous self-injection. We designed, planned, storyboarded, video-recorded, and piloted a 15-minute tocilizumab self-injection interactive video resource, using evidence-based educational methodology. This included: an introduction; explanation of the change and context; a one-minute video of our nurse specialist self-administering a sample injection; a close-up injection video; local logistical information and contact details, and a voluntary anonymous web-based evaluation. The interactive resource was searchable and contained links to supporting information, including a link to manufacturer patient education material. The intervention received rapid institution and pharmacy approval for distribution. We sent it via SMS message to our cohort of patients using a commercial partner (HealthComm UK) from 8.4.20, using an established method we have recently described. Simultaneously, we made it publicly available on our departmental website. We collated feedback and usage metrics over an eight-week period (8.4.20 - 3.6.20). Results  We identified 69 patients eligible to switch to self-injection; all were sent the SMS link. Our resource was viewed by 39/69 patients (57%) via the unique SMS link, a total of 97 times (mean 2.5 views/patient). Others watched it on our website, 534 views, by 283 unique visitors (1.9 views/visitor). In total, 24/69 patients (35%) returned a complete evaluation of the video, 16/24 (67%) felt more confident injecting after watching the resource. Age ranges in deciles (number) was: 40-49, (5); 50-59, (6); 60-69, (8); &gt;70, (5). Likert scores for satisfaction with the resource (1=strongly disagree; 5=strongly agree) were as follows: video ease and playback (4.1); improved confidence of self-injection (4.0), usefulness of SMS methodology (4.3), usefulness of interactive resource over video (3.7). A number (9/24, 38%) had never self-injected any medicine. Most completing the evaluation (18/24, 75%) viewed the resource on mobile phones. Written feedback, where given, was positive in 18/19 (95%) cases, one patient identified they could not watch the video. Conclusion  The COVID-19 pandemic has increased the use of telerheumatology resources. We have demonstrated that interactive video resources are a rapid, acceptable, and useful method of delivering rheumatology education. This intervention is low cost (£0.01 per SMS) and we used existing e-learning technology already licensed to our hospital at no additional cost to the department, other than staff time. Our findings have implications for other aspects of rheumatology self-care and we call for further research in this area. Disclosure  P. Mistry: None. J. Bateman: None. K. Hughes: None.

Geoffrey Clements

Higher education in India faces many challenges. In order to provide for the requirements of socio-economic growth and international exposure, it is vital that the education provided by universities, business schools, and engineering colleges is brought up to international standards. There must be a thorough overhaul of educational methodology, away from outdated rote-learning and fact-cramming methods to contemporary learner-centric approaches that foster the growth of knowledge rather than information. Higher education must also develop more relevance to subsequent professional life in an increasingly international environment. Since the so-called economic revolution of the early 1990s, every facet of commerce and industry in India has been progressively exposed to the rigors of international standards and competition. Companies and professional organizations are partnered with or compete with their counterparts in the most advanced countries. Higher education must equip graduating students with the knowledge, competence, and global awareness to succeed in this environment.

Export Citation Format

Share Document