"Clinical Simulations as Signature Pedagogy" explores the use of live-actor simulations as an engaging training tool to better prepare educational professionals for school-wide challenges. In this ...volume, editors Benjamin H. Dotger and Kelly Chandler-Olcott present a persuasive overview of this effective method of professional development and show how it resonates with other practice-based initiatives. Through original case studies, the book's contributors demonstrate how live-actor simulations serve as valuable assets in the training of teachers, school counselors, and school leaders. They show how simulations provide a safe shared-learning environment that closely approximates authentic problems of practice while reducing the complexity of the instructional context in manageable ways. The contributors point out how the method standardizes training, ensuring that all candidates have comparable opportunities to practice and master key skills and habits of mind, among other advantages. Each case study showcases a distinct way in which educational simulations have been used to address common issues confronting educators, such as educational equity, community building, and cultural responsiveness. In addition, the cases highlight subject-specific concerns, from fostering inclusivity in physical education to presenting differing approaches to mathematical problems, for which live-actor simulations provide a dynamic learning context. Ultimately, this book illustrates why clinical simulations have emerged as a powerful pedagogical tool that holds promise for the professional preparation and continuing education of educators, counselors, and school leaders.
Students’ learning and motivation have always been important topics in higher education, and the factors affecting them have been investigated in different ways. The present research was conducted ...with the aim of investigating the effect of teaching methods on students’ motivation and learning. The research was conducted as a survey among students of University of Zanjan. Data were collected using questionnaire in person and online. SPSS 22 and Smart PLS 3 software were used to analyze the data. The findings showed that there is a significant relationship between all variables in general, but this correlation was not significant in the faculties of science, and agriculture. The teaching method had a significant effect on students’ motivation and learning. In addition, motivation played a mediating role in the relationship between teaching methods and students’ learning. The results of mean test showed that there is no significant difference in research variables between male and female students. In addition, the research model was significantly different among students of engineering faculties with faculties of humanities, and sciences only in one path (the effect of teaching method on motivation).
We aim to provide teaching methods to better explain the Thoracolumbar unstable fracture teaching.
Through a deep understanding of the Thoracolumbar unstable fracture teaching, and after more than 20 ...years of teaching practice, our department teaching team pioneered “Hand as Foot”.
The combined teaching method of “Hand as Foot” can clearly show the Thoracolumbar unstable fracture teaching.
Compared with the traditional teaching method, “Hand as Foot” is favored by most teachers and students.
The “Hands” teaching method in reproductive system Gai, Xinxin; Liu, Jing; Zhang, Chuanhou ...
Asian journal of surgery,
March 2022, 2022-Mar, 2022-03-00, 2022-03-01, Letnik:
45, Številka:
3
Journal Article
Background: Today, most universities around the world are looking for educational methods that promote healthcare providers. Due to the lack of study in this field and the importance of healthcare ...providers providing care services to patients, therefore, the purpose of this study was to compare the effect of the lecture and Jigsaw teaching technique on first-aid learning in healthcare provider students.Method: In this semi-experimental study, 50 healthcare provider students were randomly divided into control (traditional method) and case (Jigsaw method) groups with health care training for four sessions of 90 minutes in the form of basic first aid lessoning. At the first and end of the study, pre and post–exams have been taken from both groups. Results: In this research, the 50 students were studied in case and control groups. There were no significant differences in terms of age (P=0.678), sex (P=0.474), location (P=0.77), marital status (P=0.774), and total GPA (P=0.68) between the experimental and control groups. The results also showed that the difference between the mean and standard deviation of pre-and post-test results in the experimental group was significantly higher than in the control group (p<0.001). Thus, the effectiveness of the jigsaw educational method on the learning of the control group was confirmed.Conclusion: The results showed that the Jigsaw training method can be very effective in the learning rate of healthcare provider students. Additional studies are recommended to achieve reliable results.
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