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"EFFECTIVE EDUCATION"
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Imperative narratives : storytelling secrets for teachers, staff, and administrators
\"Imperative Narratives is a guidebook for all educators on how to become a more effective teacher, staff member, or administrator. It covers every aspect of storytelling, including how to choose the stories you tell, various methods and modalities for delivering those stories, and the tricks to becoming a master storyteller\"-- Provided by publisher.
Book
Design and validation of a cost-effective physical endoscopic simulator for fundamentals of endoscopic surgery training
Background
The American Board of Surgery will require graduating surgical residents to achieve proficiency in endoscopy. Surgical simulation can help residents to prepare for this proficiency test, accelerate skill acquisition, shorten the learning, and improve patient safety. Currently, endoscopic simulators are extremely cost-prohibitive. We therefore designed an inexpensive physical endoscopic simulator to (1) facilitate Fundamentals of Endoscopic Surgery skills training and (2) teach basic colonoscopy skills, for <$200.00.
Methods
We constructed the Rutgers Open Source Colonoscopy Simulator (ROSCO) from easily acquired commercial materials. For construct validation, we compared novices to experts in a two-arm non-randomized study. Each participant performed the five tasks and a full cecal intubation on the simulator. Face and content validity surveys were taken by the experts, after the construct validity study to determine the simulator’s ability to achieve the intended task with “realism.” Data were collected on (1) cost and construction, (2) time to completion of individual tasks, (3) percentage of task completion, and (4) survey statistics.
Results
Our simulator requires no advanced expertise, costs $62.77 US, and weighs 8.5 pounds. The ROSCO simulator was clearly able to distinguish expert from novice. Expert task times for completing all five tasks, performing the loop reduction, and reaching the splenic and hepatic flexures on the simulator were significantly better than novice times (
p
< 0.05). All participants were able to complete all five tasks on the simulator 100 % of the time. Three out of five experts “Agreed” or “Strongly Agreed” with five out of the six statements regarding the simulator’s teaching ability. Four out of five experts rated each of the five specific aspects of the simulator as “Realistic” or “Very Realistic.”
Conclusions
We have designed a low-cost colonoscopy simulator with easily available materials and which requires very little advanced construction expertise and have demonstrated construct, face, and content validity. We believe this will have broad impact for endoscopic simulation, surgical education, and health education cost.
Journal Article
The it factor : what makes a teacher great?
\"The impact a teacher has on students may be profound and lasting. Thus, teacher preparation is grounded in standards to assure that all teacher candidates know the content and have the skills needed to become good teachers, but what makes a teacher great? The answer is not clear-cut or easily measured with tests. But we all know a great teacher when we see one. The best teachers have an It Factor that sets them apart from others. It is seemingly intangible and unteachable, as it's often said that, \"Some people are just born to be teachers.\" This book challenges that assumption and uncovers the It Factor. Teacher and student voices helped to develop language and tools to examine how teachers are disposed to think and act and how this affects student learning. If we can identify what makes teachers great, we can teach it. Students have a sea of information, opinions and messaging at their fingertips. They find themselves navigating through a myriad of facts and \"alternative facts.\" Opinions, beliefs, and fallacies share the same platform and status as well grounded information and vetted ideas, fueling tensions among individuals and distance between groups. Developing students who are caring, critical thinkers and problem-solvers may be more important now than ever. The teachers who are right for this challenge have more than content knowledge and teaching skills. To meet this challenge, teachers need to have \"It,\" that something inside that makes them not just good teachers, but great ones\" -- Provided by publisher.
Book
Student-centred OdeL support in theology: Why? and how?
Equipping students to become future-fit graduates who are competent to survive and thrive in an increasingly liquid and complex society presents an agonising challenge to educators at institutions of higher education. It seems that student-centred support is a key requirement for the renovation of open distance higher education. ‘The complex fourth revolution world we are living in’, the current unequal and diverse student body and the need to train students in theology to be agents of positive change and transformation highlight why student-centred edu-actions are required. Suggestions on how to create opportunities for, and how to implement effective student-centred support are presented through a descriptive qualitative approach. Although this is focussed on theology students, student support is needed in all disciplines and this structure can, if successful, also be transferred to other fields in human science. Nested in the centre of the Community of Inquiry model, the triangle of effective education provides the structure and foundation for both the discipline-specific and the more general fields of the pillars of higher education. Based on the foundation of this triangle, a toolkit for student success is proposed. The toolkit forms the inner part of the triangle; referring to who the students are, how they think, reason and act, culminate in how they change and grow through education. In addition, a short learning programme for educators is proposed to assist them in adapting their tasks to the changing environment and simultaneously supporting their students.Intradisciplinary/interdisciplinary implicationsAlthough the focus is on theology students and lecturers, both the toolkit and lecturer training programmes can be implemented for the promotion of purpose-driven and human-centred skills development and academic excellence in the larger disciplines and fields of arts, humanities, social sciences and religious studies.
Journal Article
Contemporary challenges in teaching young children : meeting the needs of all students
\"Contemporary Challenges in Teaching Young Children provides both veteran and aspiring early childhood educators with the information and tools they need to build on their understanding of developmentally appropriate practice. Teachers face many challenges, including family configuration, social and political stressors related to accountability requirements, funding shortages, and the resulting need to teach with fewer resources. This innovative book focuses exclusively on problem-solving at the classroom level and fosters creative methods of ensuring best practices are in place for all children, including those with limited experience in formal social settings and a lack of self-regulatory behaviors. Drawing on current research and their own wealth of experience, expert contributors cover topics from the critical importance of social-emotional learning to culturally responsive teaching to using technology to empower teachers and learners. Written in accessible, non-technical language, this book addresses complex factors affecting child development, guiding readers through the best strategies for tackling real problems in their practice\"-- Provided by publisher.
Book
Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic
In this paper, we investigate the impact of the abrupt switch to online teaching which occurred in 2020 due to the COVID-19 pandemic. By using responses from 362 professors and students from 13 European countries, we find that universities and students were very quick to adapt to the new changes and that a mix of synchronous and asynchronous interaction and assessment methods are currently employed. However, this mix is quite limited relative to what is usually subsumed into online learning tools, and is indicative of passive delivery and reduced interaction. Our respondents estimate that most online interaction and assessment methods will continue to be used after the return to face-to-face education. Our respondents also view the switch to online teaching to have an overall moderate positive impact on the educational process, albeit the overall effectiveness of the online educational experience is perceived to be lower than in the case of face-to-face teaching. Moreover, we find that the institutional support, the trust in the online system and the perceived effectiveness of formative assessment are factors that are positively associated with the impact and effectiveness of online education.
Journal Article
Aligning Praxis of Faith and Theological Theory in Theological Education through an Evaluation of Christianity in South Africa
Having to cope in the revolution-driven world of the 21st century as well as the new-normal COVID-19 society brought theology to yet another crossroad. Theology (both theory and praxis) must react positively to the changes and lessons learned from some of the major revolutions. Just as the Fourth Industrial Revolution blurs the distinctive lines between physical, digital, and biological, so should the separated boxes of personal faith, institutionalised religion, and spirituality be wiped out. Human self-awareness helps us know ourselves and improve our ability to glorify God, while the Communication Revolution empowers Christians to spread the gospel globally. Christianity is also in need of a revolution back to its origin of an un-institutionalised, non-hierarchical, living faith that is changing the lives of people both in the present and eternally. From a South African perspective, the article evaluates the major mistakes that Christians made, some achievements on which they could build and expand, and the ideals that should pave the way forward. It is time to ask some hard questions and provide appropriate answers in the quest for Christian renewal.
Journal Article
Bridging the Gap Between Ethical Theory and Practice in Medicine: A Constructivist Grounded Theory Study
Physicians try hard to alleviate mental and physical ailments of their patients. Thus, they are heavily burdened by observing ethics and staying well-informed while improving health of their patients. A major ethical concern or dilemma in medication is that some physicians know their behavior is unethical, yet act against their moral compass. This study develops models of theory–practice gap, offering optimal solutions for the gap. These solutions would enhance self-motivation or remove external obstacles to stimulate ethical practices in medicine. The Constructivist Grounded Theory Methodology is applied here where the participants and the main researcher mutually interacted with each other. Data collection was performed through qualitative methods including observation and semi-structured interviews with 21 physicians and medical students. Initial and focused coding was done, from which principal concepts were later extracted. MAXQDA software was used for analyzing data. Analysis of twelve major concepts in the study resulted in two factors and solution groups, from which four general notions influencing the ethical theory and practice gap in medicine were extracted: (1) providing effective education to change attitude and behavior; (2) considering motivational and emotional factors; (3) reconstructing regulations and processes to facilitate ethical practice; (4) conducting comprehensive and systematic studies. The existing medical educational system needs to be reconsidered to add to individual internal motivation, including optimizing persuasion strategies, maximizing participation of students, adhering to virtuous ethical theories, and fostering emotions. Additionally, regulations and processes can be reconstructed to remove practical obstacles and promote ethical practice with insignificant damages to individual self-motivation.
Journal Article