Browsing by Subject "Teaching"
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Item By and For Us: The Development of a Peer Review of Teaching Program by and for Pre-Tenure Librarians(Collaborative Librarianship, 2012) Alabi, Jaena; Huisman, Rhonda; Lacy, Meagan; Miller, Willie; Snajdr, Eric; Trinoskey, Jessica; Weare, William H., Jr.Seven pre-tenure librarians at the University Library at Indiana University-Purdue University Indianapolis (IUPUI), concerned about the effectiveness of their library instruction, created a peer review of teaching (PROT) group. This article provides an overview of the LIS literature on PROT and identifies the commonalities and variations found in PROT programs. The authors then describe the development, implementation, and benefits of the PROT program at IUPUI. The program outcomes are discussed, including benefits for the observed, the observer, and for the PROT group as a whole. The authors also found that the implementation of a PROT program can enhance the sense of community among colleagues.Item A call for collaboration and consensus on training for endotracheal intubation in the medical intensive care unit(BMC, 2020-10-22) Brown, Wade; Santhosh, Lekshmi; Brady, Anna K.; Denson, Joshua L.; Niroula, Abesh; Pugh, Meredith E.; Self, Wesley H.; Joffe, Aaron M.; O’Neal Maynord, P.; Carlos, W. Graham; Medicine, School of MedicineEndotracheal intubation (EI) is a potentially lifesaving but high-risk procedure in critically ill patients. While the ACGME mandates that trainees in pulmonary and critical care medicine (PCCM) achieve competence in this procedure, there is wide variation in EI training across the USA. One study suggests that 40% of the US PCCM trainees feel they would not be proficient in EI upon graduation. This article presents a review of the EI training literature; the recommendations of a national group of PCCM, anesthesiology, emergency medicine, and pediatric experts; and a call for further research, collaboration, and consensus guidelines.Item Design and validation of a therapeutic EUS training program using a live animal model: Taking training to the next level(Wolters Kluwer, 2022) Sosa-Valencia, Leonardo; Huppertz, Jerôme; Wanert, Fanélie; Haberzetser, Francois; Swanström, Lee; Mangiavillano, Benedetto; Eisendrath, Pierre; Deprez, Pierre; Robles-Medranda, Carlos; Carrara, Silvia; Al-Haddad, Mohammad A.; Vilmann, Peter; Koch, Stephane; Larghi, Alberto; Khashab, Mouen; Medicine, School of MedicineBackground and objectives: EUS has evolved into a therapeutic modality for gastrointestinal disorders. Simulators, ex vivo models, and phantoms are the current teaching methods for therapeutic EUS (TEUS). We create and evaluate a high-fidelity simulated live animal model (HiFi SAM) for teaching endoscopists TEUS. Materials and methods: Designing a curriculum that uses HiFi SAM and enables trainees to perform realistic procedures with expert mentors. Results: Twenty-seven trainees participated in a 3-day program with 6 h of theoretical and 14 h of hands using life HiFi SAM. Eighteen experts participated. Twenty-two (20-25) TEUS were defined for each HiFi SAM, and 616 were performed in all. Of 616/264 (43%) were evaluated with a mean of 88 per course (ranging between 80 and 95). Ninety-one percent (240/264) of the procedures were completed successfully. In 24, success was not achieved due to technical and/or model problems. Student rating of HiFi SAM was: 71% excellent rating (scale 8-10) and 95% excellent/good. The HiFi SAM procedure evaluation was (scale 1-5): fine-needle biopsy: 4.79, radiofrequency: 4.76, common bile duct and gallbladder drainage: 4.75, cystic drainages: 4.72, neurolysis: 4.55, microbiopsy: 4.50, and hepatogastric drainage: 4.04, with an overall satisfaction rate of 4.56 (91%). A short survey showed: 83% would recommend absolutely (17% most likely), 33% think that ITEC training was sufficient for their practice, and 66% would like additional training, especially more practice in specific techniques rather than more clinical case discussion. Regarding impact on their practice, 66% of the trainees started a new procedure and/or noted improvement in previous ones. Conclusion: HiFi SAM is a complex model; however, experts and trainees are satisfied with the training this new curriculum provided.Item Enhancing Creativity in Teaching and Learning in Online, Face-to-Face and Hybrid Courses(2014-10-10) Hook, Sara Anne; Tennant, Felisa; Jones, Josette; Defazio, JosephThis engaging session will feature four faculty members from one school who have incorporated a number of pedagogical and technological approaches into their courses to encourage creativity in their students while continuing to nurture their own creativity as a way to stay motivated, innovative and engaged as teachers. It will include an interactive online activities for participants with an opportunity for self-reflection and illustrate some options for encouraging and assessing creativity in higher education. The session will review current research on creativity and distill the findings into practical applications for generating a learner-centered environment in any kind of classroom setting.Item Experiencing Narrative Pedagogy: Conversations with Nurse Educators(2013-04-01) Stoltzfus, Ruth A.; Swenson, Melinda M.; Sims, Sharon L.; Ironside, Pamela M.; Smith, JoshuaThe increasingly complex nature of health care requires nursing graduates, upon completion of their formal education, to be fully capable of providing safe and competent patient care. Accrediting bodies for schools of nursing have challenged nursing education to develop and implement innovative, research-based pedagogies that engage students in learning. Narrative Pedagogy is an innovative approach to teaching and learning developed by Nancy Diekelmann after many years of researching nursing education using Heideggerian hermeneutic phenomenology. As a new paradigm for teachers and students gathering in learning, Narrative Pedagogy is understood to be both a strategy and a philosophy of teaching. Narrative Pedagogy as a strategy provides an approach using the interpretation of clinical stories to better understand the experience of the patient, the nurse, and the family. Narrative Pedagogy as a philosophy of teaching offers Diekelmann’s Concernful Practices as a way of comportment for teachers and students as they gather in learning and teachers as they incline toward teaching narratively. This hermeneutic phenomenological study examined the experience of Nurse Educators with Narrative Pedagogy. Findings include overarching Pattern: Narrative Pedagogy as Bridge. Two themes are: 1) Students and teachers gathering in learning, and 2) Inclining toward teaching with Narrative Pedagogy. Positive teaching experiences and positive learning experiences with Narrative Pedagogy will advance the science of nursing education by adding to the body of knowledge of alternative pedagogies.Item Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting(The WAC Clearinghouse; University Press of Colorado, 2020) Brooks-Gillies, Marilee; Garcia, Elena G.; Kim, Soo Hyon; Manthey, Katie; Smith, Trixie G.; English, School of Liberal ArtsItem Image-ing Our Foremothers: Art as a Means to Connecting with Women's History(2005-06-29T20:59:13Z) Palmer, Kristi L.This Reusable Learning Object (RLO) was created out of the desire to infuse university courses with information literacy or research activities. A traditional research project on significant events or people in history is enhanced with the discovery and analyzing of art and images within the context of history. Analysis not only includes written text but the painting of a mural. The RLO is structured in a way that allows for easy replication and alteration to a variety of subjects and learning levels.Item La enseñanza de temas homosexuales en la literatura: El fomento de un multiculturalismo más completo en los estudios de la literatura española(2013-11-12) Cobb, Vaughn Aaron; Brant, Herbert J.; Ardemagni, Enrica J.; Torijano, J. Agustín, 1963-A variety of minority groups are present in the readings of Spanish and Latin American literature classes; however, there is a lack of representation of homosexual themes in the readings. This paper takes a look at what homosexual themes are present in the literature anthologies in current use, and then suggest a teaching unit and methodology for how one can implement these topics into a literature class. The paper provides a sound basis for teachers who are trying to introduce these issues into their classes. [Language - Spanish]Item Learning Games: A New Tool for Orthodontic Education(MDPI, 2023-01-22) Khoo, Edmund; Le, Austin; Lipp, Mitchell J.; Orthodontics and Oral Facial Genetics, School of DentistryLearning games that are based on current scientific concepts are underutilized in dental education. This paper explores the relevant science of learning and discusses several principles that are conducive to learning and teaching in an educational setting, namely retrieval practice, feedback, motivation, and engagement. A discussion of learning games in health professional education ensues, followed by a description of relevant best practices in game design for learning. This paper concludes by presenting Dealodontics©, a card game developed at New York University College of Dentistry with the goal of helping second-year dental students review, practice, and apply basic skills relevant to their orthodontics competency requirements.Item A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers(Lippincott, Williams & Wilkins, 2017-12) Branch, William T.; Frankel, Richard M.; Hafler, Janet P.; Weil, Amy B.; Gilligan, MaryAnn C.; Litzelman, Debra K.; Plews-Ogan, Margaret; Rider, Elizabeth A.; Osterberg, Lars G.; Dunne, Dana; May, Natalie B.; Derse, Arthur R.; Medicine, School of MedicineSupplemental Digital Content is available in the text., The authors describe the first 11 academic years (2005–2006 through 2016–2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program., In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution., The authors discuss the program’s learning theory, outline its curriculum, reflect on the program’s accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.