Background:
Advance care planning (ACP) promotes care consistent with patient wishes. Medical education should teach how to initiate value-based ACP conversations.
Objective:
To develop and evaluate ...an ACP educational session to teach medical students a value-based ACP process and to encourage students to take personal ACP action steps.
Design:
Groups of third-year medical students participated in a 75-minute session using personal reflection and discussion framed by The Conversation Starter Kit. The Conversation Project is a free resource designed to help individuals and families express their wishes for end-of-life care.
Setting and Participants:
One hundred twenty-seven US third-year medical students participated in the session.
Measurements:
Student evaluations immediately after the session and 1 month later via electronic survey.
Results:
More than 90% of students positively evaluated the educational value of the session, including rating highly the opportunities to reflect on their own ACP and to use The Conversation Starter Kit. Many students (65%) reported prior ACP conversations. After the session, 73% reported plans to discuss ACP, 91% had thought about preferences for future medical care, and 39% had chosen a medical decision maker. Only a minority had completed an advance directive (14%) or talked with their health-care provider (1%). One month later, there was no evidence that the session increased students’ actions regarding these same ACP action steps.
Conclusion:
A value-based ACP educational session using The Conversation Starter Kit successfully engaged medical students in learning about ACP conversations, both professionally and personally. This session may help students initiate conversations for themselves and their patients.
The concept of personalized education has been widely approached by multiple authors, who have contributed their own point of view on this theory, moving it further away from its unique and universal ...definition. To get to build this definition, it is first necessary to verify and scientifically determine whether this concept encompasses the same perspective within international literature or whether there are significant differences in the interpretation of its meaning. To this end, a systematic review of this concept has been carried out in the ERIC database, analysing a sample made up of 64 articles. The results show several problems, amongst them a high disparity in the referents used to lay down the theoretical foundations of personalized education and a scarce matching of the content to the used keywords. These difficulties pose a challenge to which the scientific community needs to respond if further progress in this field is desirable.
Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the ...literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined.
We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation.
Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.
This Research to Practice Full Paper depicts and evaluates a school pilot project introducing student-centered classrooms for applied mathematics and software development at a higher technical ...secondary school. These student-centered classrooms are an alternative organizational form: If students choose to participate in the pilot project, they have non-traditional class schedules. Students can choose freely which subject they want to work on each day and visit the respective room, called "learning office". Self-explanatory learning material is available in each learning office and students work independently on exercises and projects at their own pace and level, allowing them to specialize according to their personal interests. Teachers accompany pupils as coaches who help them plan and structure.The evaluation showed that students choosing the student-centered form need time, about half a year, to adapt to the change of system and thus perform worse in their first attempt at exams. However, after passing the first year, there is no notable difference in software development and only a weakly significant difference in applied mathematics. The average grades and passing rate of the two approaches show no notable differences. By cooperating significantly more frequently they develop social skills and show significantly higher motivation for attending school.
Technical solution skills - though important - are not enough for effective, multicultural teamwork. Despite broad consensus on the vital function of communication- and social skills, they tend to be ...underrepresented in the training of software-engineers and project managers. This is partly because such skills are less explicit than technical methods, tools, and artefacts. To address this deficiency, an openly accessible web-based communication model for multicultural teams (comMCT) was developed. It consists of four modules addressing structural, functional, organizational, and interpersonal/behavioral aspects of multicultural communication. After presenting the empirically validated comMCT model, two scenarios of introducing comMCT into two academic courses within the computer science curriculum at the University of Vienna are discussed, along with the students' reactions and an online questionnaire capturing students' feedback on comMCT. In a nutshell, thoughtful, person-centered application of the model is expected to enhance learners' knowledge, practice, and reflection on communication issues and contribute to more effective and satisfied multicultural teams. Importantly, instructors as well as life-long learning program designers will find inspiration on including comMCT into their courses.
Faculty members are viewed as nurturers within the academic setting and may be able to influence students' behaviors through the formation of positive interpersonal relationships. Faculty members' ...attributes that best facilitated positive interpersonal relationships according to Carl Rogers' Person-Centered Model was studied.
Students (n = 192) enrolled in a 3-year undergraduate nursing program in urban Jamaica were randomly selected to participate in this descriptive cross-sectional study. A 38-item questionnaire on interpersonal relationships with nursing faculty and students' perceptions of their teachers was utilized to collect data. Factor analysis was used to create factors of realness, prizing, and empathetic understanding. Multiple linear regression analysis on the interaction of the 3 factors and interpersonal relationship scores was performed while controlling for nursing students' study year and age.
One hundred sixty-five students (mean age: 23.18 ± 4.51years; 99% female) responded. The regression model explained over 46% of the variance. Realness (β = 0.50, P < .001) was the only significant predictor of the interpersonal relationship scores assigned by the nursing students. Of the total number of respondents, 99 students (60%) reported satisfaction with the interpersonal relationships shared with faculty.
Nursing students' perception of faculty members' realness appeared to be the most significant attribute in fostering positive interpersonal relationships.
Since the capability to work in teams, both national and international, has become a key requirement on computer science graduates, we have been exploring ways in which to support students in ...enhancing this capability during their studies. In this paper we share our approach, 'philosophy', and learning from the preceding years regarding the development of team competence as part of person centered, technology enhanced, active learning courses such as "Communication and Soft Skills in Project Management". We provide students' reactions and the results of quantitative studies on component competencies identified in the ALL framework such as group decision making, adaptability/flexibility, interpersonal relations, and communication. We hope that our findings can throw some light on the potentialities, limitations, preconditions, options, and effects of promoting aspects of team competence in academic settings.
The Logic of Cognitive Genetic Structures Fiorini, Rodolfo A.
2018 IEEE 17th International Conference on Cognitive Informatics & Cognitive Computing (ICCICC),
2018-July
Conference Proceeding
In this paper we show that, when dealing with genetic structures of cognition, Piaget's approach is the most convenient algebraic form of logic structure to use and which classical logic can be ...derived from. But the formal rationality provided by the derived "semantic squares" is not spontaneous at rational level, and therefore, should not be easy to learn for adults. This is the main reason why we need reliable and effective training tools to achieve full logic and predicative proficiency, like the Elementary Pragmatic Model (EPM). We present the basic considerations towards the development of computational, intelligent tutoring system (ITS), taking in focus the computational model for current reasoning fallacies based on Piaget-Klein Fourgroup and related EPM training tool to achieve predicative proficiency. EPM and ITS can also contribute to AI and cognitive informatics, helping to develop autonomous reasoning system for person-centered learning and training to predicative competence and decision making.
We focus the attention on typical peculiarities of usage of innovative educational technologies and educational tools in postgraduate education. Also there have been given brief characteristics of ...two main technologies (case study and network technology). The author has concisely analyzed the technologies of person centered education such as: Productive Learning, Learning Styles Approach, Resource-Based Learning.
One challenge in the successful implementation of a blended learning scenario is the choice of the appropriate tools. The general question behind our practical approach is: "How well do different ...eLearning solutions provide functionality to realize a blended learning course, which is designed according to specific educational principles?" To approach a response to this question for our case, one typical person-centered blended learning course was implemented in three different eLearning solutions, namely Moodle, Fronter and CEWebS. The resulting realizations of the course and the necessary actions are documented and compared in this paper. The investigated eLearning platforms provided sufficient functionality to accomplish many of the basic tasks in the daily course routine more or less effectively. For tasks beyond the basic functionality of a solution, either the employment of extensions or customizations were necessary, resulting in an implementation that was in some aspects quite elaborated.
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