Concept: Higher Learning
The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.
Preliminary study of the patterns and physical risk factors of work-related musculoskeletal disorders among academicians in a higher learning institute
- Journal of orthopaedic science : official journal of the Japanese Orthopaedic Association
- Published about 6 years ago
Research has been conducted on the prevalence and physical risk factors of work-related musculoskeletal disorders (WMSDs) among occupations such as agriculture workers, office workers, school teachers, and health care professionals. However, a paucity of research exists on the patterns and physical risk factors of WMSDs among the academicians in a higher learning institution. This study was conducted to determine the patterns and physical risk factors of WMSDs among the academicians.
Fear-relevant stimuli such as snakes and spiders are thought to capture attention due to evolutionary significance. Classical conditioning experiments indicate that these stimuli accelerate learning, while instructed extinction experiments suggest they may be less responsive to instructions. We manipulated stimulus type during instructed aversive reversal learning and used quantitative modeling to simultaneously test both hypotheses. Skin conductance reversed immediately upon instruction in both groups. However, fear-relevant stimuli enhanced dynamic learning, as measured by higher learning rates in participants conditioned with images of snakes and spiders. Results are consistent with findings that dissociable neural pathways underlie feedback-driven and instructed aversive learning.
Healthcare institutions, accreditation agencies for higher learning, and organizations such as the National Academy of Medicine in the United States, support interprofessional education (IPE) opportunities. However, incorporating IPE opportunities into academic settings remains difficult. One challenge is assessing IPE learning and practice outcomes, especially at the level of student performance to ensure graduates are “collaboration-ready”. The Creighton-Interprofessional Collaborative Evaluation (C-ICE) instrument was developed to address the need for a measurement tool for interprofessional student team performance. Four interprofessional competency domains provide the framework for the C-ICE instrument. Twenty-six items were identified as essential to include in the C-ICE instrument. This instrument was found to be both a reliable and a valid instrument to measure interprofessional interactions of student teams. Inter-rater reliability as measured by Krippendorff’s nominal alpha (nKALPHA) ranged from .558 to .887; with four of the five independent assessments achieving nKALPHA greater than or equal to 0.796. The findings indicated that the instrument is understandable (Gwet’s alpha coefficient (gAC) 0.63), comprehensive (gAC = 0.62), useful and applicable (gAC = 0.54) in a variety of educational settings. The C-ICE instrument provides educators a comprehensive evaluation tool for assessing student team behaviors, skills, and performance.
There is growing interest in the effectiveness of disaster preparedness at universities. Although several studies have examined student preparedness perceptions, a better understanding of factors that may influence actual preparedness is needed.
Since 1982, the American Society for Surgery of the Hand has sponsored a young member each year as its Bunnell Traveling Fellow. The Sterling Bunnell Traveling Fellowship enables young hand surgeons to foster national and international relationships that contribute to their pursuit of higher learning and advance the principles of scholarship by improving treatment of hand and upper extremity disorders. As the Sterling Bunnell Traveling Fellow for 2013 to 2014, I studied microvascular osteochondral reconstruction of the upper extremity. The year allowed me to pursue research abroad and participate in novel operations. These experiences have challenged how I approach common osteoarticular problems in hand surgery. Leaders in wrist surgery around the globe helped me reconsider the treatment of osteonecrotic, degenerative, and posttraumatic cartilage loss in radical new ways.
Virtual reality simulation as a teaching method is gaining increased acceptance and presence in institutions of higher learning. This study presents an innovative strategy using the interdisciplinary development of a nonimmersive virtual reality simulation to facilitate interprofessional communication. The purpose of this pilot project was to describe nursing students' attitudes related to interprofessional communication following the collaborative development of a disaster triage virtual reality simulation. Collaboration between and among professionals is integral in enhancing patient outcomes. In addition, ineffective communication is linked to detrimental patient outcomes, especially during times of high stress. Poor communication has been identified as the root cause of the majority of negative sentinel events occurring in hospitals. The simulation-development teaching model proved useful in fostering interprofessional communication and mastering course content. Mean scores on the KidSIM Attitudes Towards Teamwork in Training Undergoing Designed Educational Simulation survey demonstrated that nursing students, after simulation experience,had agreement to strong agreement inall areas surveyed including interprofessional education, communication, roles and responsibilities of team members, and situational awareness. The findings indicate that students value interprofessional teamwork and the opportunity to work with other disciplines.
Repetitive tactile stimulation is a well-established tool for inducing somatosensory cortical plasticity and changes in tactile perception. Previous studies have suggested that baseline performance determines the amount of stimulation-induced learning differently in specific populations. Older adults with lower baseline performance than young adults, but also experts, with higher baseline performance than non-experts of the same age, have been found to profit most from such interventions. This begs the question of how age-related and expertise-related differences in tactile learning are reflected in neurophysiological correlates. In two experiments, we investigated how tactile learning depends on age (experiment 1) and expertise (experiment 2). We assessed tactile spatial and temporal discrimination accuracy and event-related potentials (ERPs) in 57 persons of different age and expertise groups before and after a 30-min tactile stimulation intervention. The intervention increased accuracy in temporal (found in experiment 1) and spatial (found in experiment 2) discrimination. Experts improved more than non-experts in spatial discrimination. Lower baseline performance was associated with higher learning gain in experts and non-experts. After the intervention, P300 latencies were reduced in young adults and amplitudes were increased in late middle-aged adults in the temporal discrimination task. Experts showed a steeper P300 parietal-to-frontal gradient after the stimulation. We demonstrated that tactile stimulation partially reverses the age-related decline in late middle-aged adults and increases processing speed in young adults. We further showed that learning gain depends on baseline performance in both non-experts and experts. In experts, however, the upper limit for learning seems to be shifted to a higher level.
A variety of computer-based 3D applications are becoming regular tools for dental students for self-learning. This study investigated the learning effectiveness of junior dental students in passively versus actively controlling the 3D virtual scenes of implant dentistry. Participants were randomized into three groups and were exposed to three designs of educational materials: traditional 2D webpages (2D); active-controlling 3D webpages (A3); and passive-controlling 3D webpages (P3). After reviewing the webpages, the participants were asked to complete a posttest to assess the relative quality of information acquisition. Their responses were compared and analyzed. The results indicated that the P3 group received the highest score of 26.4±3.1 on the post-test, significantly better than the A3 group, which had the worst performance with a score of 20.3±4.0. The 2D group received a score of 24.2±4.6. There was a significant correlation between the scores on a mental rotations test and the subjects' performance on the posttest (p<0.001). A serious disadvantage of active control was indicated for individuals with low spatial ability. In 3D virtual reality assisted self-learning, passive control produces higher learning effects compared to active control. Too much active control may generate significantly negative impacts on students, especially for individuals with low spatial ability.