Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern Switzerland
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ABSTRACT:
SUBMITTER: Poretti M
PROVIDER: S-EPMC10960412 | biostudies-literature | 2024 Jan
REPOSITORIES: biostudies-literature
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Project description:This paper presents teachers' perspectives and experiences with the implementation of formative assessment (FA) into chemistry lessons at the secondary school level through Formative Assessment Classroom Techniques (FACTs). The research had a qualitative character and was based on semistructured interviews focused on: the definition and previous use of FA, implementation experience, and teachers' beliefs, attitudes, and abilities. The research describes five cases-chemistry teachers participating in a professional development program. The 2 year-long training was focused on the theory of FA, practical exercises, and extended support during in-school FACTs implementation. The results showed that using FACTs during secondary school chemistry lessons emphasizes students' strengths and weaknesses, encourages them to perform truthful self-assessments, and engages them. Moreover, using FACTs opens new areas for parents' involvement in the assessment and learning process that can be especially valuable for students with special educational needs. The main challenges cited by teachers were time management, policy support, and the need for further assistance during FACTs implementation.
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Project description:Presents problem/focus of studyThe Covid-19 outbreak has had a staggering impact on the global economy, public health and safety, trade and education. In Malaysia, the government implemented the Movement Control Order (MCO) as a preventive measure against Covid-19. In education, the learning process has been transferred to online teaching. However, pandemic pedagogy is making learning into completely online either synchronous or asynchronous. Therefore, the current research aims to determine the secondary school teachers' psychological status, competencies in e-teaching and teachers work motivation as well as determine the relationship between secondary school teachers' psychological status and competencies in e-teaching during the Covid-19 outbreak.Design/methodology/approachCurrent research is a descriptive-correlational quantitative survey to determine teachers' psychological status, e-teaching competencies and working motivation during Movement Control Order (MCO) to contain the Covid-19 pandemic. The study sample consists of 595 secondary school teachers selected via convenient sampling. Quantitative data are collected from an online survey through the questionnaires with demographic, psychological status (stress, anxiety and depression), e-teaching competencies (teaching, monitoring and evaluation) and teaching motivation developed by the researchers were distributed during the MCO period. SPSS 25 is applied, Statistical measures such as Cronbach's alpha, means, percentage and standard deviation were employed to analyze the data to obtain the value of the school teachers' psychological status, e-teaching competencies and teaching motivation. Consequently, a Pearson correlation table was created to show the analysis of the school teachers' psychological status and competencies in e-teaching.FindingsThis finding indicated that the teachers' psychological factors in stress, anxiety and depressed are moderate, the teachers' competencies in e-teaching is moderate as well as teachers' working motivations is also the moderate level. However, the highest mean value was found among the variables, this is revealed that despite the challenges during the Covid-19 outbreak, teachers showed positive and strong motivation in conducting e-teaching. Additionally, the result showed a negative relationship between psychological status and e-teaching competencies (-0.286, p < 0.01), as well as reported a negative relationship between dimension of psychological status and competencies in e-teaching.Limitation & recommendationsThis study has its limitations. This study is included only Selangor teachers and given that the information obtained from the study was gather from secondary schools, the generalizability might be limited. future research may consider expanding the scope from secondary schools to primary schools' teachers and then to university lecturers. Perhaps the scope is expanding, so more information could be obtaining and help researchers understand the teachers' competencies in e-teaching, psychological status and work motivation.
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Project description:Attitudes towards conflict of interest (COI) and COI policy are shaped during medical school and influence both the education of medical students and their future medical practice. Understanding the current attitudes of medical students and medical school teaching faculty may provide insight into what is taught about COI and COI policy within the 'hidden' medical curriculum. Differences between medical student and medical school teaching faculty perceptions of COI and COI policy have not been compared in detail. The authors surveyed first year medical students and medical school teaching faculty at one academic medical center.The response rate was 98.7% (150/152) for students and 34.2% (69/202) for faculty. Students were less likely than faculty to agree that lecturers should disclose COI to any learners (4.06 vs. 4.31, p = 0.01), but more likely to agree that COI disclosure decreases the presentation of biased material (3.80 vs. 3.21, p < 0.001). Student and faculty responses for all other questions were not different. Many of these responses suggest student and faculty support for stronger COI policy at academic medical centers.Students and faculty perceptions regarding COI and COI policy are largely similar, but differ in terms of the perceived effectiveness of COI disclosure. This study also suggests that medical students and medical school teaching faculty support for stronger COI policy at academic medical centers.
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Project description:IntroductionDue to increased cognitive and social congruence with their tutees, near peer teachers (NPTs) may be capable of more effectively delivering course material. This study examines NPTs as pathology tutors alongside more traditional teachers (e.g., consultants and registrars) to explore their acceptability, effectiveness, and years of 'distance' between tutors and tutees.MethodIn total, 240 first- and second-year undergraduate medical students were taught set material in a pathology tutorial setting by NPTs (fourth-year medical students), registrars, or consultants. Learners were then asked to provide feedback using a 15-item, Likert-type scale.ResultsOn 11 of the 15 items, there were no significant differences in students' median ratings. However, NPTs were perceived to be significantly more approachable than consultants, more aware of learning outcomes, more receptive to student input, and more invested in exam success. Compared with second-year students, first-year students showed a preference towards registrar tutors in terms of perceived gain of knowledge and use of time. In contrast, second-year students showed a preference towards NPTs, who provided more perceived knowledge gain and investment in exam success. No significant differences were found regarding consultant tutors.DiscussionPerhaps due to increased congruence with tutees, NPTs show promise as tutors within medical curricula. This provides advantages not only to tutees, but also to tutors - who may gain vital teaching experience and offer an effective supplement to 'traditional' faculty educators.
| S-EPMC4488334 | 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.
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Project description:Growing student numbers are producing greater demand for teaching, and resources allocated for education are being placed under increasing strain. The need for more student clinical placements and more clinician teaching time is expanding. Psychiatrists have successfully drawn attention to the importance of parity between mental and physical illness. We now have a responsibility to ensure enhanced opportunities to teach psychiatry to our medical students. This is set against a background of an increasing number of psychiatry consultants leaving the profession and an already stretched National Health Service environment. Many consultants contribute to teaching but do not have this activity included in their job plans. Although clinics and clinical meetings are inevitably slower when students are present, there is often no backfill provided. As outlined below, trusts receive substantial funding to cover costs related to the teaching of medical students, but most of us don't know what actually happens to this money. Here, we discuss how teaching is currently funded and make recommendations regarding improving accountability.
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Project description:ObjectiveBedside teaching is an important element of training undergraduate and postgraduate medical students to attain clinical skills. The perceptions of patients about bedside teaching vary significantly based on their understanding of the educational climate in hospitals. This study aimed to evaluate the views of diverse groups of patients on bedside teaching and the degree of involvement of medical students in their clinical decision-making processes.MethodsThis was a cross-sectional study conducted among patients admitted to various departments of a tertiary care hospital. A total of 200 patients were surveyed by students using a questionnaire, which covered their knowledge, views, and expectations with respect to medical students in hospital settings and bedside teaching.ResultsThe majority (83.5%) of patients surveyed felt that the students made the hospital environment more comfortable and friendly. Male patients chose to permit students' involvement more than female patients. Among the female patients, teens, young adults, and unmarried women were more positive towards students' direct participation in their physical examinations. Health concerns and stress were issues for adults and older patients, whereas privacy and confidentiality concerned the younger age group. Patients admitted to the obstetrics and gynaecology wards were more likely to reject student involvement in hospital procedures than patients in other departments.ConclusionMost of the patients had a markedly positive attitude towards bedside teaching. Alternative methods of teaching can be implemented in situations where patients feel uncomfortable with students' involvement during their hospital stay.
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Project description:Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development.
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Project description:Competence beliefs, career values, and perceptions regarding teaching as a profession have important implications for preservice teachers' professional development. Longitudinal research concerning the development of preservice teachers' competence beliefs, values, and perceptions of teaching remains scarce. We investigated a sample of 270 Chinese preservice teachers on three measurement occasions. The expectancy-value theory framework was employed as a theoretical framework. We first tested the longitudinal measurement invariance of the FIT-Choice scale and then examined the growth trajectories of preservice teachers' competence beliefs, career values, and perceptions of teaching as a profession over time. The results showed that the FIT-Choice scale was characterized by longitudinal measurement invariance. The Chinese preservice teachers included in our sample exhibited an overall decline in the growth trajectories of values (e.g., social utility value) and perceptions of teaching (e.g., expertise, social status, salary, and career choice satisfaction) over time, with the exception of their perceptions of difficulty, which exhibited an overall increase over time. Their initial levels of all types of values and perception constructs exhibited individual variability. We did not find individual differences in the development of the constructs that we studied. Practical implications are discussed.
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