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"Observation (Educational method)"
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Classroom Observation
Building on recent changes and debates surrounding the use of observation, this fully updated second edition of Classroom Observation explores the role of lesson observation in the preparation, assessment and professional learning of teachers, lecturers and educators at all levels and across all educational organisations. Offering practical guidance and detailed insights on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals.
Updated to incorporate the latest research, policy and practical developments on observation, this new edition also includes greater coverage of research and developments in the field of observation beyond the UK. Enabling readers to use observation as a lens for understanding, informing and improving teaching and learning, and equipping them with structured frameworks for applying observation, this book includes sections on:
Teacher autonomy and professional identity
Performance management, professional standards and accountability
Peer observation, self-observation and critical reflection
Educational assessment and evaluation
Peer-based models of observation
Using digital technology to inform learning.
Written for all student and practising teachers as well as teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe, and how it can be best used to improve teaching and learning.
eBook
Child observation : a guide for students of early childhood
This is a key text that enables students to appreciate and understand the central role of observation in understanding, planning for and educating early years children.
Book
Evaluating the effectiveness of virtual reality simulation in cpr training for nursing students: A randomized controlled trial
To compare the effectiveness of VR based training and traditional simulation in improving the knowledge, psychomotor skills, attitudes, learning styles and self-directed learning skills of nursing students participating in CPR training.
Randomized controlled trial with a pre-test/post-test control group design.
Study was conducted with 144 s-year nursing students at an accredited state university in Turkey. Participants were randomly assigned to either a VR group or a traditional simulation group. Both groups received theoretical instruction in CPR followed by VR-based training using Oculus Quest 2 headsets or a traditional simulation-based exercise. Data were collected using the CPR Knowledge Test, the Self-Directed Learning Skills Scale, the Kolb Learning Style Inventory, the Simulation Design Scale and an Objective Structured Clinical Examination (OSCE) for CPR skills.
Both groups showed significant improvements in CPR skills after the intervention, with no significant difference between groups. The traditional simulation group showed a significant increase in self-directed learning skills, while no significant change was observed in the VR group. The VR group showed a supportive effect on abstract conceptualization in learning styles, but had no significant effect on learning preferences. Students in the VR group outperformed the control group on several critical psychomotor CPR skills measured by OSCE. Both groups rated their simulation experiences favorably.
VR-based CPR training is an effective, scalable, and engaging teaching method that enhances psychomotor skill acquisition and promotes cognitive engagement. Future research should explore hybrid models and long-term outcomes to optimize the use of VR in CPR education.
Journal Article
Now we're talking! : 21 days to high-performance instructional leadership
\"Most leaders and teachers don't fully realize the potential that daily classroom visits have to prompt significant improvements in teaching and learning. In Now We're Talking!: 21 Days to High-Performance Instructional Leadership, Justin Baeder presents a high-performance instructional leadership approach that far surpasses traditional walkthrough models of feedback. He asserts the classroom is the best environment for professional learning, and he gives readers strategies to help them develop the instructional leadership habit of visiting classrooms daily, based on his global online experiment called the 21-Day Instructional Leadership Challenge, which has attracted more than ten thousand participants in more than fifty countries. When instructional leaders observe three classrooms a day for five to ten minutes each, and then have a brief evidence-based conversation with the teacher thereafter, they can learn more about their teachers' thinking and practices. With this firsthand shared information, they can make informed operational and instructional decisions that foster rich relationships with teachers, improve professional practices, reduce stress, and increase student learning\" Provided by publisher.
Book
Evaluation of a digitally enhanced cardiac auscultation learning method in Cameroon: results of a controlled study
Summary
Background
Cardiac auscultation is an efficient and effective diagnostic tool, especially in low-income countries where access to modern diagnostic methods remains difficult. This study aimed to evaluate the effect of a digitally enhanced cardiac auscultation learning method on medical students’ performance and satisfaction.
Methods
We conducted a double-arm parallel controlled trial, including newly admitted 4th -year medical students enrolled in two medical schools in Yaoundé, Cameroon and allocated into two groups: the intervention group (benefiting from theoretical lessons, clinical internship and the listening sessions of audio recordings of heart sounds) and the control group (benefiting from theoretical lessons and clinical internship). All the participants were subjected to a pretest before the beginning of the training, evaluating theoretical knowledge and recognition of cardiac sounds, and a post-test at the eighth week of clinical training associated with the evaluation of satisfaction. The endpoints were the progression of knowledge score, skills score, total (knowledge and skills) score and participant satisfaction.
Results
Forty-nine participants (27 in the intervention group and 22 in the control group) completed the study. The knowledge progression (+ 26.7 versus + 7.5; p ˂0.01) and the total progression (+ 22.5 versus + 14.6; p ˂ 0.01) were higher in the intervention group with a statistically significant difference compared to the control group. There was no significant difference between the two groups regarding skills progression (+ 25 versus + 17.5;
p
= 0.27). Satisfaction was higher in general in the intervention group (p ˂ 0.01), which recommended this method compared to the control group.
Conclusion
The learning method of cardiac auscultation reinforced by the listening sessions of audio recordings of heart sounds improves medical students’ performances (knowledge and global – knowledge and skills) who find it satisfactory and recommendable.
Trial Registration
This trial has been registered the 29/11/2019 in the Pan African Clinical Trials Registry (
http://www.pactr.org
) under unique identification number PACTR202001504666847 and the protocol has been published in BMC Medical Education.
Journal Article
The impact of UTeach observation protocol-based multiple-source feedback on improving the quality of online teaching in medical education
Background
The ability to teach, as a core competency, has always suffered from a lack of systematic cultivation.
Objective
This study aimed to explore the difference in teaching quality before and after the application of the UTOP (UTeach observation protocol)-based multiple source feedback (MSF) formative assessment of the quality improvement of medical education classrooms.
Methods
This study retrospectively analyzed the teaching quality of the Second Affiliated Hospital of Tianjin University of Traditional Chinese Medicine and the Third Affiliated Hospital of Chongqing Medical University. The participants were divided into control and UTOP groups according to the actual training they took in the teaching. All the participants, including teachers and trainee teachers, who were under conventional teaching methods were in the control group, and those who were under MSF training were in the UTOP group. UTOP and New Teacher Assessment Scores (NTAS) were evaluated, and the differences between the two courses were analyzed. The UTOP group was divided into a teacher group and a practice group according to differences in the participants’ teaching experience. The UTOP-MSF evaluation data were extracted and analyzed, and the differences in teaching quality were compared before and after the implementation of MSF training.
Results
The study was conducted for 10 months, with 43 participants completing 120 web-based lectures. In the control group, 32 participants were included, including 22 teachers with 27 courses and 10 trainee teachers who had no teaching experience with 13 courses. Eleven participants in the UTOP group received 9 rounds of MSF feedback training and completed 80 online lectures, including 3 teachers with 19 courses and 8 trainee teachers with 61 courses. A total of 324 evaluations from researchers were extracted and analyzed, including 162 UTOP scores and 162 NTAS; 575 MSF assessments were analyzed, including 438 from the teachers and 137 from the trainee teachers. The participants in the UTOP group had significantly higher UTOP and NTAS scores than did those in the control group did (59.84 ± 14.64 vs. 40.74 ± 6.80,
p
= 0.000; 73.00 (62.25, 80.00) vs. 53.00 (50.75, 57.00),
p
= 0.000, respectively). Among the participants who performed UTOP training, the UTOP-MSF scores increased for both teachers and trainee teachers (51.50 (37.75, 68.25) vs. 73.00 (68.00, 76.50),
p
= 0.022; 41.00 (36.00, 51.75) vs. 68.00 (59.75, 77.00),
p
= 0.000, respectively). The mean UTOP MSF scores were strongly positively correlated with the mean NTAS (
r
= 0.640,
p
= 0.000).
Conclusion
UTOP-based MSF training significantly improved teaching quality in medical education, and it can be an effective tool for evaluating teaching quality.
Journal Article
Observation and assessment
The debate surrounding testing and accountability in early childhood education continues, but one thing is universally agreed upon: effective observation and assessment of young children's learning are critical to supporting their development. Educators balance what they know about child development with observation and assessment approaches that both inform and improve the curriculum. This foundational resource for all educators of children from birth through third grade explores What observation and assessment are, why to use them, and how; Ways to integrate documentation, observation, and assessment into the daily routine ; Practices that are culturally and linguistically responsive ; Ways to engage families in observation and assessment processes ; How to effectively share children's learning with families, administrators, and others ; Find inspiration to intentionally develop and implement meaningful, developmentally appropriate observation and assessment practices to build responsive, joyful classrooms.
Book
Structured reflective sessions enhance knowledge and clinical skills in operating room technology students: a Solomon four-group study
Background and aim
Clinical education plays a critical role in preparing operating room technology students for high-stakes, procedure-intensive environments. However, traditional training methods often fail to promote deep, transferable learning and structured reflective habits. Importantly, the effectiveness of structured reflective sessions in operating room technology education remains underexplored. This study therefore aimed to evaluate whether structured reflective sessions improve theoretical knowledge, practical skills, and educational satisfaction among operating room technology students.
Materials and methods
We conducted a Solomon four-group quasi-experimental study to separate the effects of the reflection-based intervention, pre-testing, and their interaction. Sixty undergraduate students in the 3rd and 5th semesters were assigned to four groups (intervention with pre-test, control with pre-test, intervention without pre-test, control without pre-test). The intervention used Gibbs’ six-stage model and comprised a 2-hour introductory workshop, weekly scenario-based analyses and guided small-group discussions over six weeks, and individual reflective journaling during clinical placements. Data were collected with a validated 20-item MCQ, Direct Observation of Procedural Skills (DOPS) checklists, and a standardized satisfaction questionnaire. Statistical analyses included paired and independent t-tests, ANCOVA (to adjust for baseline scores), and two-way ANOVA (to test pre-test × treatment interactions).
Results
Participants in the intervention groups showed significantly higher post-test MCQ scores (mean = 17.46 vs. 12.86;
p
< 0.001) and higher DOPS scores (mean = 88.8 vs. 53.0;
p
< 0.001) compared with controls. Educational satisfaction was also greater in the intervention arm (mean = 78.35 vs. 70.97;
p
< 0.001). Solomon-design analyses indicated that these gains were attributable to the reflective intervention and not to pre-test sensitization. The intervention produced a large effect on clinical experience scores (partial η² = 0.41).
Conclusions
Structured reflective sessions, delivered via Gibbs’ reflective cycle, significantly enhance theoretical understanding, psychomotor performance, and learner satisfaction among operating room technology students. We recommend integrating structured reflective practice into clinical curricula to strengthen the depth and sustainability of professional learning in high-complexity clinical settings.
Journal Article