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teycrawford

Problem-based learning versus lecture-based learning in a course of basic pharmacology:... - 0 views

onlinelibrary.wiley.com.proxy-hs.researchport.umd.edu/...full

storytelling education teaching pharmacology

shared by teycrawford on 03 Apr 16 - No Cached
    • teycrawford
      teycrawford on 03 Apr 16
       
      although there was not an overall statistical difference in the results between PBL and LBL, there may be a deeper understanding in the pbl group
  • Regarding the main questions of the study that have been formulated above, two findings seem to be most important: Firstly, our study has shown, that it is in fact practically possible to implement PBL as an educational strategy under the conditions of a large German medical school. Secondly, the study provided sound evidence that the PBL approach does not lead to disadvantages concerning students' factual knowledge as measured by a combination of multiple-choice and short-essay questions. The results of our study therefore support earlier findings2[3]–4 and constitute another link in the chain of evidence indicating that PBL is equipotent to LBL as far as students' factual knowledge is concerned.Further conclusions are more difficult to draw: The fact that the PBL students achieved slightly better results in the category of short-essay questions might indicate, that an examination testing more complex levels of knowledge (i.e. on the comprehension or analysis level), is more appropriate for testing the outcome of PBL in terms of factual knowledge than multiple-choice questions. An intra-group comparison of the two categories of questions further supported this hypothesis, revealing that students who had undergone the lecture-based course scored significantly lower in the short-essay part, whereas their PBL counterparts reached similar results in both categories of questions. It is important to stress though, that the direct comparison of the short-essay results in both groups only showed marginal results. Also, the multiple-choice questions we used in our study were not intended to assess a more complex, i.e. comprehension or analysis level of knowledge. Hence, if there is a difference, it is not necessarily a difference between multiple-choice and short-essay questions, but between questions addressing different levels of knowledge.
teycrawford

The effectiveness of case-based learning in health professional education. A BEME syste... - 0 views

www.ncbi.nlm.nih.gov/...22578051

effectiveness Storytelling education

shared by teycrawford on 03 Apr 16 - No Cached
  • teycrawford on 03 Apr 16
     
    "Overwhelmingly, students enjoy CBL and think that it enhances their learning. The empirical data taken as a whole are inconclusive as to the effects on learning compared with other types of activity. Teachers enjoy CBL, partly because it engages, and is perceived to motivate, students. CBL seems to foster learning in small groups though whether this is the case delivery or the group learning effect is unclear."
Stephanie Callinan

How to Get the Most Out of Studying | Samford University | Birmingham, Alabama - 1 views

www.samford.edu/...default.aspx

shared by Stephanie Callinan on 17 Sep 13 - No Cached
  • Stephanie Callinan on 17 Sep 13
     
    Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.
aleino

Team-based Learning for Health Professions Education - 0 views

books.google.com/books

team group teaching

shared by aleino on 01 Apr 14 - No Cached
  • aleino on 01 Apr 14
     
    Google Book access to the guide for team based learning in health professions by the "founder" of TBL Larry K. Michaelsen
anonymous

An assessment of the influence of clinical demonstrations on the confidence of undergra... - 0 views

onlinelibrary.wiley.com/...abstract

shared by anonymous on 28 Oct 13 - No Cached
  • anonymous on 28 Oct 13
     
    Packer et al., published in the European Journal of Dental Education, evaluated the confidence level of 45 undergraduate dental students treating their first patient requiring removable partial dentures. 23 students were given demonstration prior to carrying out the treatment and the rest didn't see a demonstration. The demonstration group indicated via survey that the demonstration facilitated confident, communication skills, understanding and recall in the clinical situation. Furthermore, 67% of the group without demonstrations believe they would have benefited from the demonstrations. This study shows that demonstrations right before completing a task is effective in increasing confidence and possibly communication, understanding and recall.
vickyshah1085

Problem-Based Learning - A Facilitator's Guide - 1 views

www.academia.edu/...L_IMPLEMENTATION_TUTORS_MANUAL

education learning Teaching Tools styles

shared by vickyshah1085 on 30 Oct 14 - No Cached
  • vickyshah1085 on 30 Oct 14
     
    This is a WONDERFUL packet on how to be a successful facilitator when conducting a problem-based learning group. It explains the proper ways to plan, implement and evaluate during group sessions.
Stuart T. Haines

Pharmacists' Inventory of Learning Styles - 1 views

www.ajpe.org/...aj680237

Learning Styles

shared by Stuart T. Haines on 08 Sep 13 - No Cached
    • Stuart T. Haines
      Stuart T. Haines on 08 Sep 13
       
      The authors and researchers aim to develop and establish a learning style tool specific to pharmacy, as no previous tool exists.  The foundation is derived from other well-known learning theories, including Kolb's Learning Style Inventory (LSI) and the Canfield Learning Style.  Through the use of focus groups, the PILS was derived and assessed by the developers. This tool serves as the only pharmacy-specific tool identified through a literature search. 
aleino

Team Base Learning Website - 1 views

tblc.roundtablelive.org

Teaching team group education

shared by aleino on 08 Oct 13 - No Cached
    • Jonathan Grant
      Jonathan Grant on 08 Oct 13
       
      Great video on team-based learning
  • aleino on 01 Apr 14
     
    Great website focused on the basics of team based learning (TBL). Several videos demonstrating TBL in action.
aleino

Using team-based learning in an endocrine module taught across two campuses. - 0 views

www-ncbi-nlm-nih-gov.ezproxy.welch.jhmi.edu/pubmed

education Teaching group

shared by aleino on 01 Apr 14 - No Cached
  • aleino on 01 Apr 14
     
    Article reviewing the impact of team based learning in a pharmacy class
kimharris

Review on the theory behind Problem-Based Learning - 1 views

www.ncbi.nlm.nih.gov/pubmed

Teaching small-groups active learning

shared by kimharris on 01 Apr 14 - No Cached
  • kimharris on 01 Apr 14
     
    This review covers a number of the theories behind the use of PBL in the classroom. The authors extensively review these theories so you get a more detailed sense of the design behind PBL rather than superficial explanations.
kimharris

Stanford University- PBL Experience - 0 views

www.stanford.edu/...problem_based_learning.pdf

Instructional small groups active learning

shared by kimharris on 01 Apr 14 - No Cached
  • kimharris on 01 Apr 14
     
    This is a newsletter from the Stanford University Center for Teaching and Learning. It details their experience with PBL. I particularly liked the description of the "ill-structured" problem used in their courses.
kimharris

University of Delaware PBL Website - 0 views

www.udel.edu/...bisc207prob.html

Teaching active learning small groups

shared by kimharris on 01 Apr 14 - No Cached
  • kimharris on 01 Apr 14
     
    This website is very useful for those who are wanting instruction on how to integrate PBL into the classroom. It contains many resources including sample lesson plans, demonstrations, and sample problems.
anonymous

Learning Styles Impact the Efficacy of Demonstrations used to Increase Understanding of... - 0 views

connection.ebscohost.com/...erstanding-neuronal-properties

shared by anonymous on 28 Oct 13 - No Cached
  • anonymous on 28 Oct 13
     
    Venneman et al., published in the Eurpean Journal of Social Sciences, evaluated the effect of demonstrations on students with different learning preferences (visual, auditory, read/write and kinesthetic). After evaluating pre-post demonstration examinations, all groups except auditory learners significantly improved after watching the demonstrations. This study showed that demonstrations does not work on everyone, especially auditory learners.
wdo0002

Student Scientific Inquiry in the Core Doctor of Pharmacy Curriculum - 0 views

www.pharmacy.umn.edu/...cop_article_461743.pdf

Kirkpatrick Evaluation Pharmacy Students

shared by wdo0002 on 17 Nov 14 - No Cached
  • wdo0002 on 17 Nov 14
     
    Article about how the Kirkpatrick evaluation method can be applied to a student research program.
cpuschak

Advancing the pharmacy practice model in a community teaching hospital by expanding stu... - 0 views

www.ajhp.org/...1871.full.pdf+html

shared by cpuschak on 09 Nov 14 - No Cached
  • cpuschak on 09 Nov 14
     
    While this article does not relate directly to being a preceptor, it describes the success of a model of experiential learning within pharmacy- layered learner model. This model mirrors the medical team model with a pharmacy "attending" down to pharmacy students. It provides a way to get students more involved in direct patient care during your rotation. In the study, a community hospital was able to accept more students with this model and assign a small group of patients to each. Students were able to serve as pharmacist extenders by obtaining medication histories and providing patient education. This model allowed an expansion of comprehensive pharmacy services to numerous patients that would not have been otherwise reached. There was an improvement in HCAHPS scores within the "communication of medication" domain, an increase in patient interventions, and allowed for an expansion of the discharge prescription program. By utilizing the concepts of more direct patient care, preceptors are able to provide valuable opportunities to students and improve patient care.
bhl_copeland

A Case Based Learning Model in Therapeutics - 0 views

www.pharmacy.umn.edu/...cop_article_423378.pdf

shared by bhl_copeland on 28 Oct 14 - No Cached
  • bhl_copeland on 28 Oct 14
     
    This article is one that relates case based teaching specifically to the pharmacy curriculum. The article and methods it describes were performed in a pharmacy school in Portugal, but I believe the principles can be applied universally.
teycrawford

Smart Learning Environments | Full text | The effectiveness of digital storytelling in ... - 0 views

www.slejournal.com/6

digital storytelling classrooms effectiveness study

shared by teycrawford on 03 Feb 16 - No Cached
  • It can be a helpful educational tool, as it provides a vehicle for combining digital media with innovative teaching and learning practices. Apart from building on learners’ technology skills, digital storytelling encourages additional educational outcomes (Dakich [2008]). It enhances learners’ motivation, and helps teachers in building constructivist learning environments that encourage creative problem solving based on collaboration and peer-to-peer communication. In addition, digital storytelling can be used to facilitate integrated approaches to curriculum development, and engage learners in higher order thinking and deep learning
    • teycrawford
      teycrawford on 03 Feb 16
       
      An upgraded twist on storytelling. Also, introduces a new perspective for doing so in the classroom as a teaching tool and a group project for learners
  • teycrawford on 03 Feb 16
     
    When technology meets storytelling 
vtnguyen

Methods for Conducting an Educational Needs Assessment - 1 views

www.cals.uidaho.edu/...BUL0870.pdf

needs assessment instructional learning teaching education

shared by vtnguyen on 28 Sep 15 - No Cached
  • vtnguyen on 28 Sep 15
     
    Good overview on the basic steps for conducting a needs assessment and things to consider during the process. Provides great detail and examples for survey, interview, and focus group needs assessment types.
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