Successful of curriculum 2013 not only on the accuracy and comprehensive design of curriculum substance, but from the principal leadership at the level of school and leadership of teachers at the ...level of class.The objectives of this research was to describe the teachers’ readiness in teaching English based on curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka which viewed from dimension of planning, process, and evaluation. The design of the research was qualitative. When conduct the research, the researcher using two instruments in collecting the data, they are: questionnaire and interview. Subject of this research was all of the English teachers in Madrasah Tsanawiyah Negeri 1 Kolaka. This research was conducted along one week. The result of this research exposed that teachers already taught English subject based on curriculum 2013, which viewed from dimension of teaching planning, the percentage was 87,41%. Teaching process, the percentage was 80,46%. Teaching evaluation, the percentage was 83,52%.
To describe implementation of the University of Oklahoma College of Pharmacy (OUCOP) teaching and learning curriculum (TLC) for postgraduate year 1 (PGY1) and postgraduate year 2 (PGY2) residents, ...including the required components, evaluation structure, residency graduate outcomes and perceptions captured by a survey following program completion, generalizability to other institutions, and opportunities for future directions.
As part of their residency training, pharmacy residents are required to develop and refine teaching, precepting, and presentation skills. To meet the required and elective competency areas, goals, and objectives on teaching, precepting, and presentation skills, many American Society of Health-System Pharmacists-accredited residency programs have utilized TLC programs. OUCOP offers 2 distinct TLC programs for PGY1 and PGY2 residents, respectively.
The OUCOP TLC program provided residents with opportunities for development of teaching and presentation skills in a variety of settings. The majority of residency graduates currently practice as a clinical specialist, and the majority lecture, precept, and deliver continuing education presentations. Graduates felt that the mentorship and diversity of teaching activities were the most beneficial qualities of the program. In addition, the majority noted that mentorship in lecture preparation was helpful in creating presentations after graduation. On the basis of the feedback from the survey, several changes have been made to better prepare residents for their postgraduate careers. TLC programs should conduct ongoing assessments to continue to foster the development of precepting and teaching skills for residents' future careers.
The construction of general practitioner (GP) workforce has tended to be mature over recent years, but the overall insufficient competencies of GPs is still one difficulty to be tackled for the ...construction of GP workforce. Clinical reasoning plays a central role in connecting various abilities in competency training of GPs in China, which is the key to improving the quality of general medical services. To cultivate the clinical reasoning of GPs, Tongji University offers a compulsory course named Clinical Reasoning in General Practice for general practice master students. The course is framed using the Miller's pyramid framework, includes three parts of core module (containing inquiry ability, physical examination, auxiliary examination and patient-doctor communication) , case module (covering undifferentiated illnesses, chronic disease management, coexistence of multiple diseases, psychosomatic diseases and health management) and practice module (including patient reception practice and medical record writin
Despite the established interest in evidence-based practice (EBP) as a core competence for clinicians, evidence for how best to teach and evaluate EBP remains weak. We sought to systematically assess ...coverage of the five EBP steps, review the outcome domains measured, and assess the properties of the instruments used in studies evaluating EBP educational interventions.
We conducted a systematic review of controlled studies (i.e. studies with a separate control group) which had investigated the effect of EBP educational interventions. We used citation analysis technique and tracked the forward and backward citations of the index articles (i.e. the systematic reviews and primary studies included in an overview of the effect of EBP teaching) using Web of Science until May 2017. We extracted information on intervention content (grouped into the five EBP steps), and the outcome domains assessed. We also searched the literature for published reliability and validity data of the EBP instruments used.
Of 1831 records identified, 302 full-text articles were screened, and 85 included. Of these, 46 (54%) studies were randomised trials, 51 (60%) included postgraduate level participants, and 63 (75%) taught medical professionals. EBP Step 3 (critical appraisal) was the most frequently taught step (63 studies; 74%). Only 10 (12%) of the studies taught content which addressed all five EBP steps. Of the 85 studies, 52 (61%) evaluated EBP skills, 39 (46%) knowledge, 35 (41%) attitudes, 19 (22%) behaviours, 15 (18%) self-efficacy, and 7 (8%) measured reactions to EBP teaching delivery. Of the 24 instruments used in the included studies, 6 were high-quality (achieved ≥3 types of established validity evidence) and these were used in 14 (29%) of the 52 studies that measured EBP skills; 14 (41%) of the 39 studies that measured EBP knowledge; and 8 (26%) of the 35 studies that measured EBP attitude.
Most EBP educational interventions which have been evaluated in controlled studies focus on teaching only some of the EBP steps (predominantly critically appraisal of evidence) and did not use high-quality instruments to measure outcomes. Educational packages and instruments which address all EBP steps are needed to improve EBP teaching.
Abstract
Background
Despite significant teaching responsibilities and national accreditation standards, most residents do not receive adequate instruction in teaching methods. Published reports of ...residents-as-teachers programs vary from brief one-time exposures to curricula delivered over several months. A majority of interventions described are one or two-day workshops with no clear follow-up or reinforcement of skills. A three-year longitudinal teaching skills curriculum was implemented with these goals: 1) deliver an experiential skill-based teaching curriculum allowing all residents to acquire, practice and implement specific skills; 2) provide spaced skills instruction promoting deliberate practice/reflection; and 3) help residents gain confidence in their teaching skills.
Methods
One hundred percent of internal medicine residents (82/82) participated in the curriculum. Every 10 weeks residents attended a topic-specific experiential skills-based workshop. Each workshop followed the same pedagogy starting with debriefing/reflection on residents’ deliberate practice of the previously taught skill and introduction of a new skill followed by skill practice with feedback. Every year, participants completed: 1) assessment of overall confidence in each skill and 2) retrospective pre-post self-assessment. A post-curriculum survey was completed at the end of 3 years.
Results
Residents reported improved confidence and self-assessed competence in their teaching skills after the first year of the curriculum which was sustained through the three-year curriculum. The curriculum was well received and valued by residents.
Conclusions
A formal longitudinal, experiential skills-based teaching skills curriculum is feasible and can be delivered to all residents. For meaningful skill acquisition to occur, recurrent continuous skill-based practice with feedback and reflection is important.
The phenomenon of plagiarism in coursework is common among college students. This phenomenon seriously affects the quality of higher education. The school has developed a series of homework ...similarity checking models to ensure the originality of English teaching coursework. The fractional differential equation method is used to classify and analyze the assignments with plagiarism suspicion. The article calculates program similarity’s fractional differential equation calculation by sequence matching algorithm in English homework. Finally, we extract AST features of similar program parts and generate spatial vectors. The research aims to find out plagiarized assignment texts by cluster analysis. Experimental research shows that the establishment of this model can assist English teachers in checking online homework. At the same time, the model can also help improve the efficiency of teachers’ homework checking.
The current English curriculum in Ecuador requires high-school students graduate with an intermediate (B1) level. Attaining this target depends on several factors, such as teaching strategies ...employed in class and teacher training opportunities offered. Ecuador is ranked low for English language proficiency and, therefore, an exploratory approach has been conducted as the main data collection method to investigate the possible reasons for poor performance. In the previous phase of an overarching research project, round table discussions were held to explore themes related to English teachers’ pedagogical practices. The data gathering process in the phase described in the present study involved conducting in-depth interviews with 10 primary and secondary school English language teachers. The transcribed interviews were analyzed by putting the material through the MAXqda qualitative analysis software. The resulting coded categories allowed the authors to investigate three specific issues dealt with in the present research study, namely: teachers’ perceptions of the importance of learning English, actual classroom teaching practices, and the teachers’ observations on in-service training options. The findings of the study demonstrated that English teachers in Ecuadorian public schools recognized the importance of English and are making a substantial effort to keep up with the professional demands related to teaching English as a Foreign Language, but they lack the required knowledge to develop skills, such as critical thinking and creativity. They are also facing several challenges, such as a demanding new curriculum and students’ lack of motivation at a time of apparently dwindling teacher training opportunities.
For several decades, there have been warnings about certain ethical faults in engineers regarding corruption in different works, which lead to collapses and the death of people, calling engineering ...into question and affecting the social development of communities. Ethics is an educational responsibility, the ethical debate must take place inside and outside the classroom, since studies carried out in different universities indicate that ethics continues to be a pending subject in engineering programs. This study seeks to contribute to educational innovation for the teaching of ethics in engineering through documentary review and interviews with students and teachers. It was found that the education of ethics in engineering should be included in the curriculum as an important factor in the training of engineers, from a practical dimension, which includes the study of cases, moral dilemmas, and based on problems applied to the environment.
In 2017, the Bipartisan Policy Center called for inclusion of lifestyle medicine (LM) in undergraduate medical education. Recognizing the requirement that lifestyle medicine should be an integral and ...integrated part of the curriculum, we undertook an in-depth mapping process to determine the extent of LM teaching at our Faculty, staff perceptions and the impact on medical students.
The study utilized mixed methodology. In Phase 1 (Mapping) structured analysis of course syllabi were conducted followed by observation of teaching sessions throughout the pre-clinical and clinical years, recording content, the degree of coverage, and time allocated to LM Medicine. In Phase 2 (Impact and perceptions), students' attitudes and confidence in LM counselling were ascertained by questionnaire (scale 1-4) on completion of second and fourth year of studies. Interviews were conducted with course coordinators.
Phase 1: Students received 58 hours of LM teaching, 49 hours pre-clinical and 9 clinical; 42 hours were dedicated to theoretical knowledge and 16 hours to teaching practical skills related to lifestyle behavior change. Nutrition received the most attention (18 hours), alcohol, sleep, smoking and sexuality the least. On completion of the internal medicine rotation, students (n = 48) agreed that LM guidance should be part of the physician's role and that patients expected their physicians to be role models (mean ± sd; 3.4 ± 0.7). Students were fairly confident about providing general LM counselling (3.3 ± 1.1); but less so for exercise (3.0 ± 1.2), nutrition (2.7 ± 1.1), stress (2.5 ± 1.0), sleep (2.2 ± 1.2), and sexuality (2.1 ± 1.2). Staff recognized the importance of LM but reported time limitations and the need to bring in external experts to teach LM as challenges.
Real-time mapping of teaching is a valuable way to ascertain teaching in practice. Based on our mapping process, redesign of curricula is needed to integrate more competency-based, experiential teaching, particularly in the clinical years.
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