Dataset Information

Dataset: Knowledge and attitude retention following an implicit bias classroom workshop.

ABSTRACT: Background: Baylor College of Medicine provides a classroom-based implicit bias workshop to all third-year medical students to increase students' awareness of their unconscious bias and develop strategies for reducing health care disparities. The workshop meets our immediate goals and objectives. However, we are unsure if the benefit would be long-term or diminish over time. Methods: To examine the concept retention from the implicit bias classroom workshop, we administered a self-developed seven-item seven-point Likert-scale survey to our medical students at pre-, post-, and one-year post-workshop attendance. Results: The data set was comprised of survey results from two cohorts of our third and fourth-year medical students from 2018 to 2020 and included 289 completed records at three measurement points. The data included: Student Identifiers, Sex, Race/Ethnicity, Student Enrollment Type, Cohort, and three repeated measures results for each of the seven items, which were documented in wide format. The data may be of interest to those who wish to examine how factors including elapsed time, race, and sex may associate with attitudes and understandings of implicit bias following related training, and those interested in analytical methods on longitudinal research in general.

SUBMITTER: Zhou Y

PROVIDER: S-EPMC8874035 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Dataset: Knowledge and attitude retention following an implicit bias classroom workshop.

Zhou Yuanyuan Y Purkiss Joel J Juneja Malvika M Greely Jocelyn J Beasley Anitra A Gill Anne A

F1000Research 20220111

<b>Background</b>: Baylor College of Medicine provides a classroom-based implicit bias workshop to all third-year medical students to increase students' awareness of their unconscious bias and develop strategies for reducing health care disparities. The workshop meets our immediate goals and objectives. However, we are unsure if the benefit would be long-term or diminish over time. <b>Methods</b>: To examine the concept retention from the implicit bias classroom workshop, we administered a self- ...[more]

PMID: 35265323

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Project description:The Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project is financed by Word Bank Group through the Government of Rwanda and was embarked on in 2020. It aimed to provide the necessary support to upper primary and lower secondary school teachers and equip them with enough content knowledge, lab skills, pedagogy, and the use of technology in teaching. The dataset presented here comprises data collected from teachers selected in the ten districts of Rwanda. Data were collected in three ways: (a) teachers' performance in mathematics and science subjects, (b) teachers' beliefs, and (c) classroom observation. Both quantitative and qualitative approaches were used to collect data. Data were collected before and after delivering Continuous Professional Development (CPD) training on Teacher Pedagogical Content Knowledge and the use of modernized tools and approaches. The data were gathered between July 2021 and June 2022, and teachers received the CPD training from August 2021 to April 2022. Teachers' performance data in mathematics and science subjects were collected from 657 lower secondary and 290 upper primary teachers using the teachers' performance achievement test, while beliefs data were collected from 691 secondary and 290 primary teachers using the attitude test. Furthermore, 659 lower secondary and 300 upper primary Mathematics and Science teachers were observed using the Kobo-toolbox-generated Classroom-Based Monitoring and Evaluation Tool (CMET). This data article explains how we created, collected, and analyzed data for the study. Thus, this dataset is presented in the form of raw and analyzed data. The presented data provide information teachers' performance and beliefs in Mathematics and Science; it also enables researchers to reanalyze it based on the variables of interest. In addition, it provides a broad overview of the impact of CPD on teaching mathematics and Science in primary and secondary schools to policymakers, educators, researchers, and other stakeholders.

Project description:BackgroundThe flipped classroom (FC) approach has demonstrated efficacy in enhancing the learning process, including within higher education contexts such as medical education. Recently, FC has emerged as potential alternative to traditional teaching models across various disciplines, particularly due to its more engaging nature. However, there is limited data available regarding its impact on student performance, particularly in the context of long-term knowledge retention in pharmacology. In this study, our objective was to assess the short- and long-term impact of FC on student performance in Hungarian pharmacology teaching at medical faculty in Semmelweis University (Budapest, Hungary).Methods and results161 medical students and 10 teachers were involved in this study. We flipped four seminars, then we assessed the academic performance by using multiple choice tests immediately and two weeks after the flipped class. A follow-up assessment was conducted six months after the initial two FC sessions. Our findings indicated that the FC approach enhanced both short- and long-term knowledge retention across most topics. Notably, this long-term improvement was evident even six months after the original seminars on specific subjects. However, despite these topic-specific benefits, the overall performance, including exam grades, did not show significant improvement when compared to the conventional teaching approach. Additionally, we assessed student and teacher perceptions using two questionnaires immediately after practice and at the end of the year. According to the questionnaire responses, students perceived positively the FC approach, emphasizing its interactive and thought-provoking aspects. However, they identified the time-consuming nature of preparation as a significant concern. Teachers also viewed the FC approach favorably, particularly appreciating its interactivity and potential for greater effectiveness. Interestingly, more experienced teachers were less receptive to the FC method, and their perceptions of it were less favorable compared to those of their younger colleagues.ConclusionsThe flipped classroom approach presents a viable strategy for teaching pharmacology, with the potential to enhance student performance and engagement. However, student occupation and faculty resistance may pose significant challenges to the implementation of such alternative teaching methods.

Dataset Information

Dataset: Knowledge and attitude retention following an implicit bias classroom workshop.

Publications

Dataset: Knowledge and attitude retention following an implicit bias classroom workshop.

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