Twenty-first century adaptive teaching and individualized learning operationalized as specific blends of student-centered instructional events: A systematic review and meta-analysis.
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ABSTRACT:
SUBMITTER: Bernard RM
PROVIDER: S-EPMC8356521 | biostudies-literature | 2019 Jun
REPOSITORIES: biostudies-literature
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Twenty-first century adaptive teaching and individualized learning operationalized as specific blends of student-centered instructional events: A systematic review and meta-analysis.
Bernard Robert M RM Borokhovski Eugene E Schmid Richard F RF Waddington David I DI Pickup David I DI
Campbell systematic reviews 20190601 1-2
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Project description:The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10-question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.
| S-EPMC6839524 | biostudies-literature
Project description:One of the primary reasons why students leave STEM majors is due to the poor quality of instruction. Teaching practices can be improved through professional development programs; however, several barriers exist. Creating lasting change by overcoming these barriers is the primary objective of the STEM Faculty Institute (STEMFI). STEMFI was designed according to the framework established by Ajzen's Theory of Planned Behavior. To evaluate its effectiveness, the Classroom Observation Protocol for Undergraduate STEM (COPUS) tool was used before and after an intensive year-long faculty development program and analyzed using copusprofiles.org, a tool that classifies each COPUS report into one of three instructional styles: didactic, interactive lecture, and student-centered. We report the success of our program in changing faculty teaching behaviors and we categorize them into types of reformers. Then, thematically coded post-participation interviews give us clues into the characteristics of each type of reformer. Our results demonstrate that faculty can significantly improve the student-centeredness of their teaching practices in a relatively short time. We also discuss the implications of faculty attitudes for future professional development efforts.
| S-EPMC10434963 | biostudies-literature
Project description:UnlabelledMedical students should be better prepared for their future role as prescribers. A new educational concept to achieve this is learning by doing. This encompasses legitimate, context-based training and gives students responsibility as early as possible in their medical education. Student-run clinics (SRCs) are an example of this concept.AimDescribe the development of a new SRC for insured patients, primarily focused on medical (pharmacotherapy) education, the learner-centered student-run clinic (LC-SRC), and its feasibility.MethodsTeams each comprising of three students (first, third, and fifth year) performed consultations including proposing management plans, all under the supervision of an internist. Patients were voluntary selected from the internal medicine outpatient clinic for follow-up in the LC-SRC. Feasibility was evaluated using a set of questionnaires for patients, supervisors, and students.ResultsIn total, 31 consultations were conducted; 31 students and 4 clinical specialists participated. A pharmacotherapeutic treatment plan was drawn up in 33 % of the consultations. Patients were content with the care provided and rated the consultation with a 7.9 (SD 1.21) (1(min)-10(max)). Supervisors regarded LC-SRC safe for patients with guaranteed quality of care. They found the LC-SRC a valuable tool in medical education although it was time-consuming. Students appreciated their (new) responsibility for patient care and considered the LC-SRC a very valuable extracurricular activity.DiscussionThe LC-SRC is feasible, and all participants considered it to be a valuable educational activity. It offers students the opportunity to learn in a real interprofessional and longitudinal setting for their future role as prescriber in clinical practice. The benefits and learner effects need to be investigated in a larger study with a longer follow-up.
| S-EPMC4613888 | biostudies-literature
Project description:Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with the potential to fill this gap. Unlike curriculum mapping-which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study-course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors.
| S-EPMC8734389 | biostudies-literature
Project description:Rheumatic heart disease (RHD) is a chronic valvular disease resulting after severe or repetitive episodes of acute rheumatic fever (ARF), an autoimmune response to group A Streptococcus infection. RHD has been almost eliminated with improved social and health infrastructure in affluent countries while it remains a neglected disease with major cause of morbidity and mortality in many low- and middle-income countries, and resource-limited regions of high-income countries. Despite our evolving understanding of the pathogenesis of RHD, there have not been any significant advances to prevent or halt progression of disease in recent history. Long-term penicillin-based treatment and surgery remain the backbone of a RHD control program in the absence of an effective vaccine. The advent of echocardiographic screening algorithms has improved the accuracy of diagnosing RHD and has shed light on the enormous burden of disease. Encouragingly, this has led to a rekindled commitment from researchers in the most affected countries to advocate and take bold actions to end this disease of social inequality.
| S-EPMC9067597 | biostudies-literature
Project description:Recognizing that tuberculosis (TB) is still the leading cause of human death from a curable infection, the international health community has set ambitious targets for disease control. One target is to eliminate TB by 2050; that is, to cut the annual incidence of new cases to less than 1 per million population. National TB control programmes are working to eliminate TB mainly by intensifying efforts to find and cure patients with active disease. Here, we use mathematical modelling to show that, while most TB patients can be cured with present drug regimens, the 2050 target is far more likely to be achieved with a combination of diagnostics, drugs and vaccines that can detect and treat both latent infection and active disease. We find that the coupling of control methods is particularly effective because treatments for latent infection and active disease act in synergy. This synergistic effect offers new perspectives on the cost-effectiveness of treating latent TB infection and the impact of possible new TB vaccines. Our results should be a stimulus to those who develop, manufacture and implement new technology for TB control, and to their financial donors.
| S-EPMC3226985 | biostudies-literature
Project description:Although recent studies have used the Classroom Observation Protocol for Undergraduate STEM (COPUS) to make claims about faculty reform, important questions remain: How should COPUS measures be situated within existing reform frameworks? Is there a universal sampling intensity that allows for valid inferences about the frequency of student-centered instruction within a semester or across semesters of a course? These questions were addressed using longitudinal COPUS observations (128 classes, three faculty, 4 years). COPUS behaviors were used to categorize classes into didactic, interactive lecture, or student-centered instructional styles. Sampling intensities (one to 11 classes) were simulated (1000 times) within a course and across semesters. The sampling intensities required for generating valid inferences about 1) the presence of student-centered instruction and 2) the proportion of instructional styles in a course and through time were calculated. Results indicated that the sampling intensity needed to characterize courses and instructors varied and was much higher than previously recommended for instructors with: 1) rare instances of student-centered classes, 2) variability in instructional style, and 3) longitudinal changes in instructional patterns. These conditions are common in early reform contexts. This study highlights the risks of broad, decontextualized sampling protocol recommendations and illustrates how reform frameworks, sampling intensities, and COPUS measures interact to impact inferences about faculty change.
| S-EPMC8715809 | biostudies-literature
Project description:There is a growing need to develop novel processes to recover lead from end-of-life lead-acid batteries, due to increasing energy costs of pyrometallurgical lead recovery, the resulting CO2 emissions and the catastrophic health implications of lead exposure from lead-to-air emissions. To address these issues, we are developing an iono-metallurgical process, aiming to displace the pyrometallurgical process that has dominated lead production for millennia. The proposed process involves the dissolution of Pb salts into the deep eutectic solvent (DES) Ethaline 200, a liquid formed when a 1 : 2 molar ratio of choline chloride and ethylene glycol are mixed together. Once dissolved, the Pb can be recovered through electrodeposition and the liquid can then be recycled for further Pb recycling. Firstly, DESs are being used to dissolve the lead compounds (PbCO3, PbO, PbO2 and PbSO4) involved and their solubilities measured by inductively coupled plasma optical emission spectrometry (ICP-OES). The resulting Pb2+ species are then reduced and electrodeposited as elemental lead at the cathode of an electrochemical cell; cyclic voltammetry and chronoamperometry are being used to determine the electrodeposition behaviour and mechanism. The electrodeposited films were characterized by scanning electron microscopy (SEM) and X-ray photoelectron spectroscopy (XPS). We discuss the implications and opportunities of such processes.
| S-EPMC5990833 | biostudies-literature
Project description:This study aimed to analyze the learning style of dentistry students in self-instructional courses to assist in pedagogical planning and to choose the most appropriate educational resources for the students' learning profile. A sample of 122 students who responded to the Learning Styles Questionnaire was analyzed. For statistical purposes, correlation analysis, chi-square test, odds ratio, and Student's t-test were performed. In the analyzed sample, there was a higher prevalence of students in the theoretical and reflector styles, and a lower prevalence of students in the activist and pragmatic styles. An analysis of educational resources demonstrated the predominance of theoretical and reflective content. The data show a statistically significant reduction of about 74% in the chances of passing for the activist-pragmatists group compared to other students (χ2(1, N = 122) = 5.795, p < 0.05, odds ratio = 0.26). On the other hand, reflector students who exhibited a lower preference for the activist style had a higher chance of course completion, with a 3.33-fold increase in the likelihood of passing the course (χ2(1, N = 122) = 5.637, p < 0.05, odds ratio = 3.33). These findings highlight the importance of considering students' learning styles in educational planning and resource selection to optimize student performance. Further research is warranted to explore the implications of these findings and to investigate additional factors that may influence student success in self-instructional courses.
| S-EPMC10374043 | biostudies-literature
Project description:Should the tape of life be replayed, would it produce similar living beings? A classical answer has long been 'no', but accumulating data are now challenging this view. Repeatability in experimental evolution, in phenotypic evolution of diverse species and in the genes underlying phenotypic evolution indicates that despite unpredictability at the level of basic evolutionary processes (such as apparition of mutations), a certain kind of predictability can emerge at higher levels over long time periods. For instance, a survey of the alleles described in the literature that cause non-deleterious phenotypic differences among animals, plants and yeasts indicates that similar phenotypes have often evolved in distinct taxa through independent mutations in the same genes. Does this mean that the range of possibilities for evolution is limited? Does this mean that we can predict the outcomes of a replayed tape of life? Imagining other possible paths for evolution runs into four important issues: (i) resolving the influence of contingency, (ii) imagining living organisms that are different from the ones we know, (iii) finding the relevant concepts for predicting evolution, and (iv) estimating the probability of occurrence for complex evolutionary events that occurred only once during the evolution of life on earth.
| S-EPMC4633862 | biostudies-literature