Teaching airway teachers: a post-course quantitative and qualitative survey
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SUBMITTER: Steinberg I
PROVIDER: S-EPMC10848376 | biostudies-literature | 2024 Jan
REPOSITORIES: biostudies-literature
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Project description:IntroductionTeaching is an important competency in graduate medical education (GME). Many residency programs have implemented curricula to develop residents' teaching skills and observed structured teaching experiences (OSTEs) have been used to assess these skills. There is an increasing focus on building teaching skills earlier in the medical education continuum, however, there is limited literature on assessing medical students' teaching skills. The authors developed an OSTE for medical students enrolled in a students-as-teachers course to address this gap and provide formative feedback on teaching skills.Materials and methodsOSTEs were conducted for fourth-year medical students (M4s) enrolled in a Students as Teachers Advanced Elective at a US medical school. An M4 observed a first-year medical student (M1) during a simulated encounter with a standardized patient. The M4 gave feedback and a chalk talk. A physician observer assessed the M4's teaching using the modified Stanford Faculty Development Program (SFDP) questionnaire. The M1s and M4s also completed the SFDP. The M4 completed pre- and post-OSTE self-efficacy surveys (score range 6-30) and a post-OSTE acceptability survey.ResultsAll (30/30) M4s completed the OSTE. The SFDP identified common teaching strengths and areas for growth. ANOVA tests demonstrated significant differences between the mean (SD) scores from physician assessors, M1s, and M4s [4.56 (0.63) vs. 4.87 (0.35) vs. 4.08 (0.74), p<0.001]. There was a statistically significant difference in mean (SD) self-efficacy scores pre- and post-OSTE [18.72 (3.39) vs. 23.83 (3.26), p<0.001]. All M4s (30/30) somewhat or strongly agreed with all three OSTE acceptability questions.Lessons learnedThe authors successfully conducted an OSTE in an M4 advanced elective. The OSTE was highly acceptable to participants, and M4s demonstrated improved teaching self-efficacy. Further research should explore the validity of the OSTE to measure medical students' teaching skills and the long-term impact of developing teaching skills in medical school.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-023-01952-3.
| S-EPMC10948636 | biostudies-literature
Project description:ObjectivesTo identify, appraise, and synthesize the available evidence exploring the effective teaching behaviors of clinical nursing teachers.DesignThe Joanna Briggs Institute (JBI) guidelines were followed, and a meta-synthesis was conducted.Review methodsFollowing databases were searched for relevant qualitative studies published in English and reporting primary data analysis, including experiences and perceptions of nursing students: PubMed, EBSCOhost, OVID, etc. Qualitative Assessment and Review Instrument were used to pool the qualitative research findings. Through the repeated reading of the original literature, the similar findings were combined and sorted into new categories, and then summarized into different synthesized themes.ResultsA total of nine articles were included. The review process produced 29 subcategories that were aggregated into seven categories. The categories generated three synthesized findings: good teaching literacy, solid professional competence, and harmonious faculty-student relationship.ConclusionsThe effective teaching behaviors of clinical nursing teachers are the driving force for the progress and growth of nursing students. In order to improve the effectiveness of clinical nursing teaching, nursing teachers should be fully aware of effective teaching behaviors for nursing students to master nursing theories and skills.
| S-EPMC9095952 | biostudies-literature
Project description:The purpose of this study was to investigate how 22 preservice science teachers' (PSTs') beliefs about teaching socioscientific issues (SSI) changed after experiencing SSI instruction and reflection from both a learner's perspective and a teacher's perspective during a 12-week initial teacher education course. The study also explored the learning experiences associated with these changes. This study was conducted in Hong Kong, where the science, technology, society and environment (STSE) framework has been integrated into the secondary science curriculum but no SSI instruction is provided. Data were collected through learning tasks completed by the participants: (a) curriculum designs (pre-, mid- and post-course), (b) lesson plans (mid- and post-course) and (c) weekly reflective journals. Six profiles characterising teaching beliefs about SSI emerged from the data analysis. Qualitative analysis showed that the teaching beliefs of the PSTs had shifted from the traditional view that SSI should not be covered in science education to embracing SSI teaching. Three illustrative cases were used to capture key learning experiences and explore how these had led to a change in beliefs over time. These cases explained how PSTs' reflection on the why, what and how of teaching SSI to students can shape their beliefs about teaching SSI. The results have implications for the development of a closer alignment between PST beliefs and the SSI paradigm.Supplementary informationThe online version contains supplementary material available at 10.1007/s10763-021-10177-y.
| S-EPMC8121640 | biostudies-literature
Project description:OBJECTIVE:To examine the perceived effect of teaching clinical skills and associated teacher training programmes on general practitioners' morale and clinical practice. DESIGN:Qualitative semistructured interview study. SETTING:General practices throughout north London. SUBJECTS:30 general practitioners who taught clinical skills were asked about the effect of teaching and teacher training on their morale, confidence in clinical and teaching skills, and clinical practice. RESULTS:The main theme was a positive effect on morale. Within teacher training this was attributed to developing peer and professional support; improved teaching skills; and revision of clinical knowledge and skills. Within teaching this was attributed to a broadening of horizons; contact with enthusiastic students; increased time with patients; improved clinical practice; improved teaching skills; and an improved image of the practice. Problems with teaching were due to external factors such as lack of time and space and anxieties about adequacy of clinical cover while teaching. CONCLUSION:Teaching clinical skills can have a positive effect on the morale of general practitioner teachers as a result of contact with students and peers, as long as logistic and funding issues are adequately dealt with.
| S-EPMC28267 | biostudies-literature
Project description:IntroductionIn the United Kingdom (UK), complications that arise following the administration of Botulinum Toxin are reported to the Medicines and Health Regulatory Agency (MHRA) via the Yellow Card Reporting Scheme. Over the past decade, there has been a significant increase in the number of non-surgical aesthetic procedures. Concerns have been raised that the MHRA is not fully capturing complications in terms of volume and impact on patients.AimThis novel study explores the lived experiences of individuals who have experienced an adverse event following administration of Botulinum Toxin for aesthetic purposes. Using a combination of qualitative and quantitative methodologies, this analysis evaluates data relating to long-lasting physical, psychological, emotional, and financial sequelae of complications arising from cosmetic Botulinum Toxin injections in the UK.MethodsA mixed method, qualitative and quantitative approach was adopted to gain comprehensive insights into patients' experiences. A focus group which comprised patient representatives, psychologists, and researchers reached a consensus on a 17-question survey which was disseminated via social media channels. Deductive thematic analysis was used to analyse coded themes. Furthermore, for secondary analysis, sentiment analysis was used computationally as an innovative approach to identify and categorise free text responses associated with sentiments using natural language processing (NLP).ResultsIn the study, 655 responses were received, with 287 (44%) of respondents completing all questions. The mean age of respondents was 42.6 years old. 94.1% of respondents identified as female. In the sample, 79% of respondents reported an adverse event following their procedure, with the most common event being reported as 'anxiety'. Findings revealed that 69% of respondents reported long-lasting adverse effects. From the responses, 68.4% reported not having recovered physically, 63.5% of respondents stated that they had not recovered emotionally from complications, and 61.7% said that they have not recovered psychologically. In addition, 84% of respondents stated that they do not know who regulates the aesthetics industry. Furthermore, 92% of participants reported that their clinic or practitioner did not inform them about the Yellow Card Reporting Scheme. The sentiment analysis using the AFINN Lexicon yielded adjusted scores ranging from -3 to +2, with a mean value of -1.58.ConclusionThis is the largest survey in the UK completed by patients who experienced an adverse outcome following the aesthetic administration of Botulinum Toxin. Our study highlights the extent of the challenges faced by patients who experience an adverse event from physical, emotional, psychological, and financial perspectives. The lack of awareness of MHRA reporting structures and the lack of regulation within the UK's cosmetic injectables sector represent a significant public health challenge.
| S-EPMC10549845 | biostudies-literature
Project description:Universities worldwide have been conducting e-learning during the COVID-19 pandemic to continue education irrespective of faculties are familiar with e-education or not. This study assessed perception and preference for e-teaching amongst 438 faculty members. Results revealed that around half of teachers were conducting e-classes without any training, and they also had conducted examinations using online platforms. Teachers perceived e-teaching as effective during the pandemic, time-efficient, easy to share materials, unsuitable for monitoring or conducting practical classes and less effective for evaluation. More than three-fourths of the teachers preferred online teaching during the pandemic, and most preferred both physical and mixed teaching in the post-pandemic era. Their preferences were influenced by their age, teaching experience, academic discipline, current residency, training on online teaching, hours of online classes taught per week, internet connection used, types of classes and whether they had given online examinations. The major challenges in online teaching during COVID-19 were difficulty in practical work, difficulty in monitoring students and insufficient feedback. This study suggests online teaching during the pandemic and mixed teaching after the pandemic. Training faculty members on online teaching, designing e-platforms suitable for examinations and ensuring stable internet connections are also recommended for effective and smooth e-education.
| S-EPMC8741442 | biostudies-literature
Project description:Examining the nature of teachers' emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teachers' instruction. Despite the essential role emotions play in teachers' lives and instruction, research on teachers' emotions has not paid much attention on teachers' emotions in the context of daily teaching. This paper explored elementary teachers' emotions while preparing for teaching and during teaching mathematics, reasons that underlie these emotions, and the relationship between their emotions and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of five cycles of coaching over an year. For each coaching cycle, pre-coaching conversation and post-coaching conversation data were collected regarding emotions teachers felt in anticipation of teaching and during teaching retrospectively. In order to compare teachers' emotions with instructional quality, coaching sessions were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported six categories of emotions (positive, negative, neutral, blended-positive, blended-negative, and mixed), described emotions often in non-typical ways (e.g., "not nervous", "anxious but in a positive way"), and experienced mixed emotions (co-occcurence of positive and negative emotions) as the most dominant emotion. Teachers also had more positive emotions anticipating teaching than actually teaching the lesson. The reason teachers felt mixed emotions reflected the complex and context-specific nature of teaching, a phenonemenon not currently described in the teacher emotion literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers' emotions related to active instruction.
| S-EPMC7438925 | biostudies-literature
Project description:PurposeDue to the coronavirus disease of 2019 (COVID-19), teachers during the pandemic have had to adapt to online teaching at short notice. This study aims to investigate the voice symptoms and their environmental risk factors as well as the work ability associated with distance teaching and to compare these with symptoms in previous contact teaching.MethodsWe conducted a survey of 121 primary and secondary school teachers across Finland. The survey was advertised online through social media and the replies collected from voluntarily participating teachers.ResultsDuring distance teaching vocal symptoms appeared less often than in school with 71% teachers experiencing them in regular teaching and 44% in distance teaching, VHI result decreased from 7.88 in school teaching to 4.58 in distance teaching. Acoustic conditions were reported to be more suitable in distance teaching with 73% of teachers finding them adequate during distance teaching in comparison to 46% for those in regular teaching. Background noise was the most disturbing factor for a teacher's voice in the classroom and in distance teaching and this was even more conspicuous in the classroom. Also, subjectively experienced poor indoor air quality at school influenced the voice negatively. Further, voice problems were associated with increased subjective stress levels and reduced ability to work.ConclusionDistance teaching has affected teachers' voices in a positive way compared with regular teaching. This difference is likely to be due to better acoustics and indoor air quality in distance teaching conditions.
| S-EPMC8255054 | biostudies-literature
Project description:IntroductionThis quantitative study aimed to determine physical education teachers' (PETs) perceptions of online physical education (OLPE) during the COVID-19 pandemic in Turkey.MethodsAn OLPE teaching survey during the COVID-19 was used, comprising PETs' opinions on OLPE teaching as well as the advantages, disadvantages, difficulties, and suggestions for OLPE teaching.ResultsA significant difference by gender was identified in the individual approach to student learning, greater student independence, and ongoing monitoring of student results for teachers, parents, and students. In addition, a significant difference was found by gender in the difficulty in implementing the core curriculum content as well as by school type in the lack of proper home equipment, absence of or limited Internet access, and problems with connecting the computer, tablet, or smartphone to the Internet. Moreover, PETs stated that OLPE teaching is not only the best way to transfer basic information, but it also gives them an opportunity to learn digital technology by devoting time for research for self-improvement. However, they stated that students do not perceive OLPE as a lesson, as student participation is lacking. Moreover, there are deficiencies in students' social-emotional development. They also stated that the content of the lessons was insufficient, and they were unable to make the lesson interesting.ConclusionPETs' suggested recommendations included enriching the course content, increasing the lesson time, developing a new curriculum, and creating a platform to access course resources.
| S-EPMC9216610 | biostudies-literature
Project description: Not available
| S-EPMC11226781 | biostudies-literature