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An Evaluation of Secondary School Students’ Use and Understanding of Learning Strategies to Study and Revise for Science Examinations
There is currently no population-based data evaluating secondary school-aged students’ use, or understanding of, learning strategies to study/revise independently for science. There is also no research evaluating the effort students make towards independent science study and revision, nor how schools support students with study and/or revision strategies for science examinations. In this paper, we report data from a representative sample of 385 students (aged 14 to 15 years) from 29 secondary schools in the UK, using the Effective Revision and Study Strategies Questionnaire (ERaSSQ) survey. We conducted a cross-sectional survey using a multistage implicitly stratified sampling method. Our results show that the learning strategies most frequently used by students for independent science study and revision were making notes, repeatedly reading information, and highlighting or underlining information (i.e., lower utility learning strategies). Our findings also suggest many students do not have a complete understanding of the strategies that are known to have higher utility (i.e., retrieval and spaced practice). These results represent the first attempt to gather information using robust survey methods and are of interest to secondary school science teachers and education policymakers.
Journal Article
Gurus, hired guns, and warm bodies
Over the last several decades, employers have increasingly replaced permanent employees with temporary workers and independent contractors to cut labor costs and enhance flexibility. Although commentators have focused largely on low-wage temporary work, the use of skilled contractors has also grown exponentially, especially in high-technology areas. Yet almost nothing is known about contracting or about the people who do it. This book seeks to break the silence.
eBook
Breaking Barriers in Pathology Education: Embracing the Straight Path to Reform
Abstract
Introduction/Objective
The field of pathology and preclinical education is undergoing significant changes, with a shift towards student-centered approaches that emphasize self-directed learning. One such approach is case-based learning, which promotes active engagement and critical thinking. Technological advancements, such as digital pathology and radiology, offer several advantages in facilitating case-based learning.
Methods/Case Report
In this study, we implemented a unique educational strategy that combined digital pathology and radiology resources with case-based learning and team-based learning methodologies. Our approach involved designing and delivering modules, and subsequently collecting feedback from participants.
Results (if a Case Study enter NA)
Significant findings indicate that the integration of digital pathology and radiology has been highly appreciated by students. The majority of students acknowledged that it effectively aligned with the learning objectives. The survey responses also revealed the successful integration of early holistic pedagogy, the development of team-working skills, and the delivery of authentic and challenging clinical problems. These outcomes greatly contributed to achieving the desired learning outcomes.
Conclusion
The utilization of digital pathology and radiology resources, alongside well-designed modules, has proven successful in providing long-term access to educational materials and optimizing the presentation and systematization of the learning environment. Our innovative case-based study design, complemented by team-based learning, addresses the current demands of pathology concepts and modern curricula, facilitating a seamless transition into the clinical years. This approach holds great promise for enhancing the effectiveness of pathology education.
Journal Article
EVALUATION OF EDUCATION INITIATIVES TO INCREASE DELIVERY OF AGE-FRIENDLY CARE IN CONVENIENT CARE CLINICS
Abstract
The Age-Friendly Health Systems model of care reliably provides four evidence-based elements of high-quality care, to all older adult patients: What Matters, Medications, Mentation, and Mobility (the 4Ms). MinuteClinic at CVS implemented the 4Ms model in all 1100+ locations nationwide in May 2020. To prepare MinuteClinic providers to deliver 4Ms care, educational modules were developed to provide an understanding of the gerontology that supports the 4Ms model of care: an orientation module with two scenarios illustrating the usual care of an older adult patient followed by the same patient receiving 4Ms care, monthly grand rounds (case studies of older adult conditions with the 4Ms), and ten video vignettes regarding integration of 4Ms care. Our goal was to evaluate the effectiveness of these education initiatives, as measured by changes in the mean number of Ms delivered per visit. Over 70% of 3,188 providers completed at least one education module. The rate of 4Ms delivery was 1.7 times higher (p< 0.001) among those completing at least one education module, and 5.7 times higher (p< 0.001) among those completing ten or more modules compared to those who completed none. Each course was associated with significant within subject increases between 10% and 38% in 4Ms delivery in the month following course completion. The self-directed learning environment (e.g., providers self-select into number and type of courses) reflects real-world variation in engagement; despite this variation, improvements in 4Ms delivery were observed at any educational dose, underscoring the value of prioritizing education time with quality improvement initiatives.
Journal Article