ethanporcaro/eric-fulltext-meta huggingface dataset:
Skills in Clinical Communication: Are We Correctly Assessing Them at Undergraduate Level?
Author: Zamora Cervantes, Alberto
Date: 2014-00-00
Type: Journal Articles
Subjects: Communication Skills,Undergraduate Students,Problem Based Learning,Correlation,Self Evaluation (Individuals),Medical Education,Statistical Analysis,Qualitative Research,Foreign Countries,Student Evaluation,Summative Evaluation,Formative Evaluation,Peer Evaluation,Feedback (Response)

Traditional learning and assessment systems are overwhelmed when it comes to addressing the complex and multi-dimensional problems of clinical communication and professional practice. This paper shows results of a training program in clinical communication under Problem Based Learning (PBL) methodology and correlation between student self-assessment and teachers' assessment. This involves a qualitative-quantitative cross-sectional study in usual practice in the 2nd year of the degree in Medicine. Teaching methodology is PBL, including 15 associate professors and 90 students. Educational tools for learning: PBL cases and seminars (video recorded, theoretical-practical lectures). Assessment tools: Tutorials on those cases worked on PBL (40%), knowledge test (30%), assessment of a case with PBL methodology (20%) and video recording report (10%). Communication skills are evidenced by CICCA-D scale (Connect-Understand-Identify-Agree-Help-Decision). Variables: academic performance, score on CICCA-D and academic methodological assessment. The analysis is carried out using descriptive statistics, calculating the intra-class correlation coefficients and weighted Kappa index with quadratic weights. 92.2% of students passed the course on the first round. In a range between 0 and 34 points students' self-assessment scored 13 (SD ± 5) points and teachers' 16 (SD ±7). A weak (21%-41%) or poor (&lt; 20%) correlation was obtained between teachers and students for all questions on CICCA-D. The authors suggest a summative assessment using different instruments and techniques to assess clinical communication skills from the first year onwards, and highlight the key role of self-assessment, peer assessment and the use of video recording techniques along with feedback in formative assessment.
Explore: An Action to Bring Science and Technology Closer to Secondary School
Author: Torras-Melenchon, Nuria
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Secondary School Science,STEM Education,Science Course Improvement Projects,Discovery Processes,Discovery Learning,Questionnaires,Teacher Attitudes,Teacher Surveys,Faculty Development,Workshops

This paper presents the experience of an initiative, the EXPLORE courses, designed to bring science and technology closer to secondary school. The EXPLORE courses, organised by &quot;EXPLORATORI: Natural Resources&quot; project, are particularly addressed to secondary school teachers and are conducted at Catalonia (North East of Spain). The main objective is to provide secondary school teachers with the opportunity to explore the natural resources. Based on a combination of face-to-face and online learning, the programme of the courses uses an interdisciplinary approach, integrating Science, Technology, Engineering, and Mathematics (STEM) and STEAM (STEM + art) fields. Data presented in this paper correspond to the 2012 and 2013 editions. The results, which were obtained from a written questionnaire completed by teacher participants of EXPLORE courses, indicate that more than 70% of secondary school teachers were encouraged to introduce some course contents on their teaching classes after participating in an EXPLORE course.
The Relationship between Teacher-Related Factors and Students' Attitudes towards Secondary School Chemistry Subject in Bureti District, Kenya
Author: Chepkorir, Salome
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Secondary School Science,Chemistry,Teacher Role,Teacher Student Relationship,Teaching Methods,Educational Resources,Questionnaires,Instructional Effectiveness,Student Evaluation of Teacher Performance,Teaching Skills,Pedagogical Content Knowledge

This paper examines the relationship between teacher-related factors and student's attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers' availability to attend to various needs of students on the subject, their use of teaching and learning resources in teaching, teachers' personal levels of skills and knowledge of the subject mater in Chemistry and the impact of students' negative attitudes towards Chemistry on teachers' effectiveness. The research design used in the study was descriptive survey. The target population comprised Form Four students in ten selected secondary schools in Bureti District of Rift Valley Province Kenya. Stratified random sampling technique was used to select the study sample. Schools were selected from the following categories: Girls' schools, Boys' schools and Co-educational schools. Simple random sampling was used to select the respondents from Form Four classes as well as a teacher in each school. In all, one hundred and eighty-nine students and ten teachers filled the questionnaires. The data collection instruments were questionnaires based on the Likert scale and document analysis. Data was analyzed descriptively using frequency tables, means and percentages while hypotheses were tested using Analysis of Variance. From the study findings, a number of indicators revealed that there are some factors influencing students' attitudes towards Chemistry, including lack of successful experiences in Chemistry, poor teaching. It was recommended that science teachers' should encourage development of positive self-concept of ability among students. Among other recommendations, the study suggests that guidance and counselling of students in schools should be encouraged, to ensure positive attitudes towards and full participation by girls in, the subject. The findings of this study will be beneficial to the curriculum developers, Kenya Institute of Education as well as Chemistry teachers.
Interdisciplinary Robotics Project for First-Year Engineering Degree Students
Author: Aznar, Mercedes
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Engineering Education,Automation,Industry,Teaching Methods,Higher Education,Robotics,Foreign Countries,Reports,Teamwork,Student Projects,Workshops,Meetings

The acquisition of both transversal and specific competences cannot be achieved using conventional methodologies. New methodologies must be applied that promote the necessary competences for proper professional development. Interdisciplinary projects can be a suitable tool for competence-based learning. A priori, this might be complicated, as subjects are traditionally studied at the university level in isolated compartments, with a fragmented structure. Taking advantage of the creation of new degree programs in Mechanical Engineering and Electronic Engineering and Industrial Automaton, in the 2010-11 academic year we decided to add an interdisciplinary project (IP) to our teaching methodology. The importance of this project lies in the fact that it requires the participation of all the courses in all the academic years in the degree program. The present article explains the methodology used in the interdisciplinary project and how it was implemented in the first year of the Mechanical Engineering and Electronic Engineering and Industrial Automaton degree programs. Furthermore, an evaluation is conducted of all four years of the interdisciplinary project, revealing the main problems with its execution and how they have been addressed.
PBL on Line: A Proposal for the Organization, Part-Time Monitoring and Assessment of PBL Group Activities
Author: Marti, Enric
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Group Activities,Engineering Education,Information Technology,Cooperative Learning,Electronic Learning,Student Evaluation,Assignments,Tutorial Programs,College Students,Foreign Countries

This report presents the organisation of PBL (Project Based Learning) for a subject included in the IT engineering degree course. It is the result of 10 years of experience of the implantation and continuous improvement of the PBL class structure. The latest innovations include the experience of part-time monitoring with PBL groups using the Open Meetings tool in Moodle 2.0, the adoption of activities that improve learning and interdependence such as the jigsaw classroom, the clear definiton of deliverables that students should present along the semester and the assessment criteria, both on groups and individuals. As a result of this experience, we present PBL student enrollment indexes, student assessment surveys and lecturers' opinions. We conclude with some topics for discussion about the PBL methodology.
Problem Solving: How Can We Help Students Overcome Cognitive Difficulties
Author: Cardellini, Liberato
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Solving,Chemistry,Scientific Concepts,Science Instruction,Logical Thinking,Questionnaires,Cognitive Processes,Difficulty Level,College Science,College Freshmen,Instructional Materials,Instructional Effectiveness,Foreign Countries

The traditional approach to teach problem solving usually consists in showing students the solutions of some example-problems and then in asking students to practice individually on solving a certain number of related problems. This approach does not ensure that students learn to solve problems and above all to think about the solution process in a consistent manner. Topics such as atoms, molecules, and the mole concept are fundamental in chemistry and instructors may think that, for our students, should be easy to learn these concepts and to use them in solving problems, but it is not always so. If teachers do not put emphasis on the logical process during solving problems, students are at risk to become more proficient at applying the formulas rather than to reason. This disappointing result is clear from the outcomes of questionnaires meant to measure the ability to calculate the mass of a sample from the number of atoms and vice versa. A suggestion from the cognitive load theory has proved a useful way to improve students' skills for this type of problems: the use of worked out examples. The repetition after two weeks of the Friedel-Maloney test after the use of worked examples shows that students' skills significantly improve. Successful students in all questions jumped from 2 to 64%.
Use of Chemistry Software to Teach and Assess Model-Based Reaction and Equation Knowledge
Author: Pyatt, Kevin
Date: 2014-00-00
Type: Journal Articles
Subjects: Chemistry,Computer Software,Equations (Mathematics),Advanced Placement Programs,High School Students,College Science,Computer Assisted Instruction,Regression (Statistics),Science Instruction,Instructional Effectiveness,Mastery Learning,Science Achievement

This study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place over a two year period in a public suburban high-school, in southwestern USA. Two advanced placement (AP) chemistry classes participated, referred to here as study &quot;group A&quot; (year 1), N = 14; and study &quot;group B&quot; (year 2), N = 21. The curriculum for a first-year chemistry course (&quot;group&quot; A) was revised to include instruction on reaction-types. The second year of the study involved the creation and implementation of a software solution which promoted mastery learning of reaction-types. Students in both groups benefited from the reaction-type curriculum and achieved proficiency in chemical reactions and equations. The findings suggest there was an added learning benefit to using the reaction-type software solution. This study also found that reaction knowledge was a moderate to strong predictor of chemistry achievement. Based on regression analysis, reaction knowledge significantly predicted chemistry achievement for both groups.
Problem-Posing as a Didactic Resource in Formal Mathematics Courses to Train Future Secondary School Mathematics Teachers
Author: Solórzano, Lorena Salazar
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Preservice Teachers,Secondary Education,Problem Solving,Algebra,Mathematical Concepts,Academic Achievement,Instructional Effectiveness,Foreign Countries

Beginning university training programs must focus on different competencies for mathematics teachers, i.e., not only on solving problems, but also on posing them and analyzing the mathematical activity. This paper reports the results of an exploratory study conducted with future secondary school mathematics teachers on the introduction of problem-posing tasks in formal mathematics courses, specifically in abstract algebra and real analysis courses. Evidence was found that training which includes problem-posing tasks has a positive impact on the students' understanding of definitions, theorems and exercises within formal mathematics, as well as on their competency in reflecting on the mathematical activity.
Evaluation of Social Competencies in Chemical Engineering: Application and Results of the Pilot Test (Academic Year 2012-2013)
Author: Grande, Francisco José Suñé
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemical Engineering,Interpersonal Competence,Student Evaluation,Pilot Projects,Undergraduate Students,Student Projects,College Curriculum

The Escola Tècnica Superior d'Enginyeria Química has a long tradition in the deployment of social competencies in engineering curricula through Integrated Projects (IP) carried out in structured teams. Social competencies are taught and practiced during the development of the IPs. We conceptually introduce a methodology for a 360 degrees assessment of the students' social competencies, as a tool to foster the improvement of their competency levels. In this article we analyze the results of the pilot test where the aforementioned methodology has been implemented in the Bachelor studies of Chemical Engineering. The results indicate that it is possible to objectively obtain the student's competency level discriminating among different social competencies, as well as among different students in the same team. The application of this tool fosters the development of specific educative actions to help the students with low competency profile, to reach acceptable levels for a successful insertion in the labor market.
Experiences with a Simulated Learning Environment--The SimuScape©: Virtual Environments in Medical Education
Author: Thies, Anna-Lena
Date: 2014-00-00
Type: Journal Articles
Subjects: Medical Education,Simulated Environment,Medical Students,Foreign Countries,Computer Simulation,Projection Equipment,Program Implementation,Video Technology

Simulation as a tool for medical education has gained considerable importance in the past years. Various studies have shown that the mastering of basic skills happens best if taught in a realistic and workplace-based context. It is necessary that simulation itself takes place in the realistic background of a genuine clinical or in an accordingly simulated learning environment. A panoramic projection system that allows the simulation of different scenarios has been created at the medical school of the Westphalian Wilhelms-University Muenster/Germany. The SimuScape© is a circular training room of six meters in diameter and has the capacity to generate pictures or moving images as well as the corresponding background noises for medical students, who are then able to interact with simulated patents inside a realistic environment. About 1,000 students have been instructed using the SimuScape© in the courses of emergency medicine, family medicine and anesthesia. The SimuScape©, with its 270 degree-panoramic projection, gives the students the impression &quot;of being right in the center of action&quot;. It is a flexible learning environment that can be easily integrated into curricular teaching and which is in full operation for 10 days per semester. The SimuScape© allows the establishment of new medical areas outside the hospital and surgery for simulation and it is an extremely adaptable and cost-effective utilization of a lecture room. In this simulated environment it is possible to teach objectives like self-protection and patent care during disturbing environmental influences in practice.
Making James Joyce Contemporary: Recreating Classical Fiction
Author: Clay, Rebecca
Date: 2015-00-00
Type: Journal Articles
Subjects: Literary Genres,Twentieth Century Literature,Fiction,Creative Writing,Interdisciplinary Approach,Siblings,Modern History

Can you make James Joyce's short story &quot;Eveline&quot; contemporary and create a modern short story based on Joyce's work? The purpose of this study was to provide a context to Joyce's short story &quot;Eveline,&quot; illustrate the journey of my fiction writing, and expand the conversation on using classical fiction as a guide to modern short story writing. I attempted to create a short story within the spirit of &quot;Eveline,&quot; while incorporating modern Irish history within Joyce's form. My story mirrors themes similar to Joyce's: paralysis, what it means to be Irish and the Irish struggle, the meaning of brother, the relatedness of the term &quot;mother&quot; and the depth of family ties between the characters. My story examines two Irish brothers who fight one another in childhood and then fight for the cause of independence. Fate has one brother leaving for a journey to America and one brother staying in Ireland. Sean, the brother who left for America, is a newly retired Green Beret who has been away from Dublin for over twenty years, as the story unfolds during the height of activity of the IRA, and the end of the Vietnam War. Joyce wrote a female protagonist in &quot;Eveline,&quot; and I wrote a male protagonist in my story, to give a mirror image approach. The twist at the end of the story, the placing of memorable objects within the text, and the creation of a dying promise to a mother by older brother Patrick, all reflect features of Joycean techniques. Paralysis was a major feature of &quot;Eveline&quot; and I use paralysis in the modern world, in my story, to depict the state of modern warfare, which was just beginning a few years after &quot;Eveline&quot; was published. In this study, I introduced my short story I developed as a result of my training in creative writing at the University of Texas at Dallas. Based on my study and practice of creative writing, performance, and literature, and my background in psychology and history, I used an interdisciplinary approach to creative writing. Using an exhaustive bibliography, I discussed some of the historical background for my fiction, as well as some of the critical sources that shaped my thought process. I made copies of Joyce's story, as well as my own, for each participant to look over and compare at my presentation. I discussed how the readings lead to the first draft, and how the creative process works for me. I illustrated how I used the creative process to write my short story, and what steps other writers can use to create art through classical fiction.
Generic Skill Development and Learning/Assessment Process: Use of Rubrics and Student Validation
Author: Iborra Urios, Montserrat
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Basic Skills,Skill Development,Chemical Engineering,Teamwork,Scoring Rubrics,Student Evaluation,Formative Evaluation,Summative Evaluation,Student Attitudes,Communication Skills,Oral Language,Written Language,Nonverbal Communication,Problem Based Learning,Experiments,Public Speaking,Visual Aids

To fulfill the European Higher Education context in the subject of the Chemical Engineering Undergraduate Degree of University of Barcelona named &quot;Chemical Engineering Experimentation II&quot; team work, written and oral communication generic skills were developed and assessed by means of rubrics. In order to appraise the methodological usefulness of rubrics to formative/summative assessment, rubrics validation was done by students. Rubrics were employed for several learning/assessment activities and the students' perception about the teaching/learning process was collected, analysed and compared to the academic marks. The lack of students' knowledge of the use of rubrics, their lack of commitment and proactivity in the teaching/learning process, and their lack of adaptability and high resistance to the introduction of methodological changes make further work necessary on implementation. Because of the importance of the active participation of the students in the process of teaching/learning, the process of validation should be continued. The teaching experience indicates that rubrics are useful as an assessment tool, but in order to increase their utility as a tool in the process of learning, the future challenge is to modify some aspects of the validation queries and process.
3D Printing Processes Applied to the Creation of Glass Art
Author: Chivers, Morgan
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Simulation,Art Products,Sculpture,Art Activities,Innovation,Computer Software,Computer Assisted Design,Geometric Concepts,Misconceptions,Popular Culture

The purpose of this article is to present a few of the innovative techniques used in the execution of Morgan Chivers' sculptural work, not on the content of the work itself. The author's interest has been in merging the methodologies and precise output control of 3D printing with finished objects in nonprintable materials as required by the conceptual structure of his sculpture. Without devoting the requisite space to fully explain the ideation of the work, he provides the reader with enough of the idea that the object is not an enigma.
Educational Simulation in Practice: A Teaching Experience Using a Flight Simulator
Author: Ruiz, Sergio
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Experience,Computer Simulation,Flight Training,Simulated Environment,Aviation Education,Competency Based Education,Lesson Plans,Course Evaluation,Course Organization,Course Descriptions,Evaluation Methods,Teaching Methods,Behavioral Objectives,College Programs,Foreign Countries

The use of appropriate Educational Simulation systems (software and hardware for learning purposes) may contribute to the application of the &quot;Learning by Doing&quot; (LbD) paradigm in classroom, thus helping the students to assimilate the theoretical concepts of a subject and acquire certain pre-defined competencies in a more didactical way. The main objective of this work is to conduct a teaching experience using a fight simulation environment so that the students of Aeronautical Management degree can assume the role of an aircraft pilot, in order to allow the students understanding the basic processes of the air navigation and observe how the new technologies can transform and improve these processes. This is especially helpful in classroom to teach the contents of the Single European Sky ATM Research (SESAR) programme, a European project that introduces a new Air Traffic Management (ATM) paradigm based on several relevant technological and procedural changes that will affect the entire air transportation system in the short and medium term. During and after the execution of several activities with a fight simulator in the classroom, both the performance and satisfaction level of the students regarding the teaching experience have been assessed through four different assessment methods, i.e., objective test, execution test, observation techniques and attitude-opinion survey.