The Gospel of Matthew is a narrative in its literary form. Jesus, the meaning of his life, and his divine mission constitute the central message of the Gospel of Matthew. The narrative exegesis of ...Matthew is especially suited to the analysis and literary characterisation of the teaching methods of Jesus. Essential passages of the Gospel of Matthew which reveal the teaching methods of Jesus and learning process of the disciples are first identified, then narrowed down, and finally analysed in their narrative. The results of Jesus’ teaching methods are subsequently compared with contemporary experiential education. The presentation and characteristic of the teaching methods of Jesus are compiled in this manner in order to discover any non-obvious presentations of Jesus’ teaching methods.
Kim, M.-S.; Lee, H.-S., and Lee, J.-H., 2023. Improvement of survival swimming education operations during COVID-19. In: Lee, J.L.; Lee, H.; Min, B.I.; Chang, J.-I.; Cho, G.T.; Yoon, J.-S., and Lee, ...J. (eds.) Multidisciplinary Approaches to Coastal and Marine Management. Journal of Coastal Research, Special Issue No. 116, pp. 453-457. Charlotte (North Carolina), ISSN 0749-0208 The implementation of survival swimming education in Korea, as a means of raising safety awareness and equipping students with survival skills in the event of emergencies, was disrupted by limited in-person classes during the COVID-19 pandemic. In this study, the problems with and operational improvement plans for survival swimming education during the COVID-19 pandemic were determined by interviewing seven participants. The participants cited insufficient time for survival swimming education, non-systematization of educational programs, and reduced efficiency of survival swimming education programs as the problems with indoor survival swimming experiential education. To address these problems, an operational improvement plan for indoor survival swimming experiential education should include the extension of the duration of survival swimming education, systematization of the survival swimming education program, and implementation of Metaverse-based education and blended learning. The findings of this study contribute to improving the educational methodological aspects and effectiveness of indoor survival swimming experiential education.
This study explored the use of digital notebooks in an elementary science methods course to encourage teacher candidates (TCs) to think critically about and reflect on important aspects of elementary ...science teaching. Framed within John Dewey’s experiential education and the application of this work to science education, we examined how TCs experienced digital science notebooks and the ways in which TCs plan to use them in their future classrooms. Data sources from two course sections included pre- and post-surveys and focus group interviews and were analyzed qualitatively. Findings suggest TCs’ engagement in digital notebooks as an inquiry experience and the investigative tasks therein supported organization of thoughts and reflection, taking multiple perspectives, and resulted in different levels of confidence in using digital notebooks, particularly regarding technology. Teacher candidates valued digital notebooks for use with students, noting the recording of observations and scientific explanations, differentiation and multimodal strategies, accessibility/shareability, and creativity. Concerns about digital notebooks included technology difficulties, technology access, and appropriate usage for elementary students. This study provides critical insights into how TCs perceive digital notebooks, an online tool that can be used to support active inquiry experiences in science, as students and as teachers.
Background
Quality improvement (QI) for healthcare equity (HCE) is an important aspect of graduate medical education (GME), but there is limited published research on educational programs teaching ...this topic.
Aim
To describe and evaluate a novel curriculum and learning community for HCE QI.
Setting
Academic institution.
Participants
Forty-eight participants: 32 learners and 16 faculty.
Program Description
This novel, longitudinal curriculum utilized a virtual hub-and-spoke learning community. Five interdepartmental teams of learners and faculty (spokes) used QI methods to address an existing institutional healthcare inequity (HCI). A team of experts (the hub) led monthly group meetings to foster the learning community and guide teams.
Program Evaluation
Retrospective pre-post curricular surveys assessed participant satisfaction, knowledge, and skills in applying QI methods to address HCIs. Response rate was 33%. The majority of participants (92.4%) reported an increase in knowledge and skills in conducting QI for HCIs. All participants reported an increased likelihood of future engagement in HCE QI. Final QI projects average QIPAT7 score was 25.8 (SD = 4.93), consistent with “meets expectations” in most categories.
Discussion
This program is a feasible model to teach GME learners and faculty about HCE QI and may be adopted by other institutions.
The COVID-19 pandemic has presented a slew of new obstacles for all health professionals, particularly those in charge of training students. Many pharmacy schools had to convert to virtual ...experiential learning with little to no existing literature, framework, or appropriate time for preparation. This review documents the virtual pharmacy practice training at a university in Lebanon during COVID-19 and several other colleges of pharmacy worldwide that have shared their experiences. A literature review of international publications was performed in PubMed and Google Scholar between 1 March 2022 and 30 May 2022, and relevant articles were included. The narrative offers a variety of approaches to ensure that pharmacy learners prioritise self-care, are adequately prepared to enter pharmacy practice, and reflect on their learning. However, other aspects, such as the use of a variety of online training platforms, the inclusion of more patient-centric activities, and the provision of live virtual patient experiences, should be enhanced in the future.
Background
The United States Air Force Academy's Center for Character and Leadership Development developed the ‘Adventure and Experiential Based Learning’ (AEBL) course—a new experiential education ...summer course intended to develop interpersonal leadership skills in 1,100 sophomore cadets.
Purpose
Improving cadet emotional intelligence (EI) is of particular focus due to its value in leader effectiveness.
Methodology/Approach
Rather than rely upon the more common military pedagogy of lecture-based learning or a military handbook that prescribes exactly what participant success looks like, the aim of the course examined in this study was to improve participant EI via a combination of experiential education methods including interactive classwork, challenge course experimentation, and a capstone 28-h adventure comprised of uncertainty and stressful team dynamics. To measure the effect the experiential education curriculum had on participant EI, the Workgroup Emotional Intelligence Profile (WEIP) was used in a pre/postsurvey method.
Findings/Conclusion
The results indicated a significant increase in EI among AEBL participants as measured by the WEIP.
Implications
Outdoor experiences like the one described in this article may be an effective way to train EI skills.
Background: Elective Introductory Pharmacy Practice Experiences (IPPEs) were created to expose students to specialised areas of pharmacy practice, provide options for experiential learning during the ...third professional (P3) year, and offer valuable experiences for students and sites prior to Advanced Pharmacy Practice Experiences (APPEs). This study sought to determine why students chose to take elective IPPEs and what rotation elements were perceived to be most valuable to preceptors and students.
Methods: Elective, longitudinal IPPEs were offered each term of the P3 year. Students were surveyed before and after to determine their reasons for completing an elective IPPE and what aspects of the rotation were most valuable. Preceptors were surveyed to determine their perceived value of these rotations.
Results: From 2015 to 2019, 124 students (37.5% of eligible students) participated in 139 elective IPPEs. Students selected gaining additional knowledge and skills as a top five reason to take an elective IPPE as 86.3%. Students most frequently cited professional development and enhanced understanding of pharmacist roles (24.2%) as the most valuable things learned.
Conclusion: Elective IPPEs provided valuable experiences to students and preceptors. Students valued the opportunities to explore specialised areas of practice; preceptors found value in the required activities and the rotations professionally rewarding.
The objective of this study is to evaluate the Well-being Promotion (WelPro) program and its effect on burnout in Advanced Pharmacy Practice Experience (APPE) students at the University of ...California, San Francisco.
A longitudinal cohort study evaluating the WelPro program was conducted in the class of 2021 (Transformation, a 3-year all-year-round curriculum, and Pathway (P), a 4-year traditional curriculum) APPE students. The primary and secondary aims were to evaluate changes in emotional exhaustion (EE) scores from the beginning of year (BOY) to end of year (EOY) for the class of 2021 students and compare EOY EE scores between the classes of 2021 (P) and 2020 (P) students using the Maslach Burnout Inventory-Human Services Survey for Medical Personnel (MBI-HSS MP) survey. Independent and paired t tests were used to evaluate EE scores; Wilcoxon signed-rank test and Wilcoxon Mann–Whitney rank sum test were used to evaluate ordinal data.
Evaluable survey response rates were 69.6% BOY and 57.7% EOY for the class of 2021 students and 78.7% EOY for the class of 2020 (P) students. No differences in EE scores were observed for the matched class of 2021 from BOY to EOY and between classes of 2021 (P) and 2020 (P) students.
WelPro did not change EE scores for class of 2021 APPE students. Given multiple confounding factors in the study, additional studies are warranted to determine the effectiveness of such a program on APPE student burnout.
Background
Many universities in Canada offer experiential education (EE) opportunities for students that are both field-based and on-campus. Despite a commitment to EE, there is a paucity of ...information about various stakeholder perspectives of EE and the equity implications of the different approaches to EE. Furthermore, it is unclear how EE programs at universities changed in response to the COVID-19 pandemic and related restrictions.
Purpose
This study aims to explore stakeholder perspectives of EE experiences and understand the shifts to EE, perhaps towards more equitable and accessible EE opportunities, prompted by the COVID-19 pandemic.
Methodology/Approach
We used an exploratory case study approach involving a survey with university students, interviews with university instructors and community organizations, and a document review, to understand stakeholder perspectives and shifts to EE due to COVID-19.
Findings/Conclusions
Findings suggest that there are consistent benefits of EE, and barriers to EE, across student, instructor, and organization perspectives, where learning from changes prompted by the pandemic could be beneficial to increase equity in EE.
Implications
We recommend that instructors and institutions continue to work in partnership with students and community organizations to build virtual, on-campus, and local field-based EE (FBEE) opportunities that aim to increase equitable access and impact.
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