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Ainun Najib, Muhammad Rifqi. "SEGITIGA DIDAKTIS CERPEN MERAWAT PETI INGATAN KARYA PUTU OKA SUKANTA." Jurnal Pendidikan Bahasa Indonesia 5, no. 1 (November 17, 2017): 14. http://dx.doi.org/10.30659/j.5.1.14-24.
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This research used short story entitled �Merawat Peti Ingatan�by Putu Oka Sukanta as the object. The short story directed the reader�s thinking to alwayshave critical thinking on everything and not easy to believe in a thing without any good reason underlying it. The approach used in this study is didactic approach or often called the value of education, while the type of research used is qualitative research. The purpose of this study to describe the projection of didactical sentence in the short story. This research began by reading and looking carefully the didactic elements contained in the short story. Then the data in the form of didactic elements are grouped by family, religion, and social didactic elements. From some of these processes it is found that there are didactic elements in religious, family, and social domains such as respect or modesty, humility, honesty and transparency, caring, gratitude, etc. Based on these studies it can be seen that social didactic elements are more prominent than religious and family didactic elements. It is caused by human social life which is more often done compared to other elementary.
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Nassif, Joseph, Joe Eid, Anwar Nassar, Imad Bou Akl, Antoine Abu Musa, Sehrish Abbasi, and Rana Sharara. "Self-based Learning Compared to Didactic Learning for Basic Medical or Surgical Technical Skills." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 143–59. http://dx.doi.org/10.31686/ijier.vol5.iss4.679.
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This randomized controlled study compared self-based learning (SBL) to didactic learning (DL) in teaching medical students medical and surgical skills. Self-based learning is at least as good as didactic learning in teaching medical students. The skills used were IV line insertion and simple interrupted suture. Sixty-four consenting second year medical students were randomly divided into two groups of 32 students each. For the IV line insertion activity, Group 1 was given a short didactic lecture on IV line insertion and Group 2 received a self-based learning task. Both groups were assessed a week later for IV line insertion on a dummy. Then the two groups were crossed over, where Group 2 attended a short didactic lecture and Group 1 underwent a self-based learning task on simple interrupted suturing. Both groups were assessed a week later using a suturing pad model. Statistical analysis of data, collected from assessment forms and questionnaires, was done using χ2 test (chi-square test). The results showed that there was no significant difference between the two groups in terms of their performance assessment, for both skills. However, student satisfaction significantly differed between the two groups with the SBL group expressing higher overall satisfaction in both activities. Self-based learning should be integrated in medical curricula since its comparable to didactic learning in terms of students’ performance and leads to higher student satisfaction.
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Ligozat, Florence, Eva Lundqvist, and Chantal Amade-Escot. "Analysing the continuity of teaching and learning in classroom actions: When the joint action framework in didactics meets the pragmatist approach to classroom discourses." European Educational Research Journal 17, no. 1 (April 12, 2017): 147–69. http://dx.doi.org/10.1177/1474904117701923.
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One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract, milieu, mesogenesis, topogenesis, chronogenesis) and categories used in the pragmatist approach of classroom discourse analysis (practical epistemology and epistemological moves). We combine both frameworks to feature different types of breaches in the didactic contract and the building of continuity in teaching and learning actions for dealing with these breaches. Analyses are carried out through examples of classroom events in science education and physical education. We argue that these frameworks, when elaborated on and compared, enable us to characterise both generic and specific dimensions of teaching and learning in different subjects.
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Carey, RonaldA B., Tarun George, OC Abraham, Tunny Sebastian, and MinnieF Faith. "Trainee doctors in medicine prefer case-based learning compared to didactic teaching." Journal of Family Medicine and Primary Care 9, no. 2 (2020): 580. http://dx.doi.org/10.4103/jfmpc.jfmpc_1093_19.
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Pertegal-Felices, Maria Luisa. "Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree." Education Sciences 10, no. 2 (February 7, 2020): 33. http://dx.doi.org/10.3390/educsci10020033.
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Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.
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Richardson, Frank J., and Kevin P. Weinfurt. "Death Education: A Comparison of two Programs for Mothers of Young Children." OMEGA - Journal of Death and Dying 34, no. 2 (January 1, 1996): 149–62. http://dx.doi.org/10.2190/86r1-nc04-dunu-um73.
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The study compared two death education programs for mothers ( N = 90) of young children. Pre- and post-test scores on the State-Anxiety Scale and researcher-designed instruments that included the Children's Questions About Death Scale (CQADS) and Future Plans Inventory (FPI) were compared. Mothers in both the Didactic and Didactic-Experiential programs scored significantly higher than the Control group in their level of effectiveness in responding to children's questions, but the two treatment groups did not significantly differ from each other. Neither the Didactic Death Education nor the Didactic-Experiential Death Education programs significantly affected mothers' anxiety before responding to children's questions about death. Post hoc analyses suggested trends relating subject characteristics to mother's level of effectiveness in responding to a child's questions about death.
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Ghorbani, Ahmad, and Kiarash Ghazvini. "Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students." Advances in Physiology Education 40, no. 1 (March 2016): 93–97. http://dx.doi.org/10.1152/advan.00137.2015.
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Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group ( P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group ( P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture ( P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology.
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Richardson, D. "Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology." Advances in Physiology Education 273, no. 6 (December 1997): S55. http://dx.doi.org/10.1152/advances.1997.273.6.s55.
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This study compared student perceptions and learning outcomes of computer-assisted instruction against those of traditional didactic lectures. Components of Quantitative Circulatory Physiology (Biological Simulators) and Mechanical Properties of Active Muscle (Trinity Software) were used to teach regulation of tissue blood flow and muscle mechanics, respectively, in the course Medical Physiology. These topics were each taught, in part, by 1) standard didactic lectures, 2) computer-assisted lectures, and 3) computer laboratory assignment. Subjective evaluation was derived from a questionnaire assessing student opinions of the effectiveness of each method. Objective evaluation consisted of comparing scores on examination questions generated from each method. On a 1-10 scale, effectiveness ratings were higher (P < 0.0001) for the didactic lectures (7.7) compared with either computer-assisted lecture (3.8) or computer laboratory (4.2) methods. A follow-up discussion with representatives from the class indicated that students did not perceive computer instruction as being time effective. However, examination scores from computer laboratory questions (94.3%) were significantly higher compared with ones from either computer-assisted (89.9%; P < 0.025) or didactic (86.6%; P < 0.001) lectures. Thus computer laboratory instruction enhanced learning outcomes in medical physiology despite student perceptions to the contrary.
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Qureshi, Ayisha, Cassy Cozine, and Farwa Rizvi. "Combination of didactic lectures and review sessions in endocrinology leads to improvement in student performance as measured by assessments." Advances in Physiology Education 37, no. 1 (March 2013): 89–92. http://dx.doi.org/10.1152/advan.00068.2012.
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There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance. To compare performance, the same student group was taught three units of endocrinology (growth hormone, thyroid hormone, and diabetes). Students were divided into the following three groups: diabetes didactic lectures only, growth hormone didactic lectures plus review, and thyroid hormone didactic lectures plus review. All three topics were covered in the didactic lectures, but only growth hormone and thyroid hormone topics were covered in the review session. At the end of the course, all students were given formative assessments in the form of multiple-choice questions. A highly significant increase ( P < 0.000) in the percentage of correct responses on the questions covering growth hormone (mean: 0.838, SD: 0.158) and thyroid hormone (mean: 0.686, SD: 0.232) compared with diabetes (mean: 0.478, SD: 0.259) was observed. In conclusion, this study provides further evidence that the combination of didactic lectures and an active review session leads to an improvement in student performance.
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Dedy, Endang, and Encum Sumiaty. "Desain Didaktis Bahan Ajar Matematika SMP Berbasis Learning Obstacle dan Learning Trajectory." Jurnal Review Pembelajaran Matematika 2, no. 1 (June 16, 2017): 69–80. http://dx.doi.org/10.15642/jrpm.2017.2.1.69-80.
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This study is to correct mathematical learning by didactic design based on learning obstacles and learning trajectory. This is a qualitative study through Didactical Design Research (DDR) by three analytical phase, i.e. 1) didactical situation analysis before learning presented as didactical design hypothesis including ADP; 2) metapedadidactical analysis which analyzes teacher’s ability such as unity, flexibility, and coherency in learning; 3) retrospective analysis which is the correlated analysis between the result of didactical situation hypothesis analysis and metapedadidactical analysis. The result of problem analysis related to integer arithmetic operation, a concept of function, and two triangle similarity concept, implementation of early didactical design could predict probable mistakes done by students and even if the mistakes still there, it was decreased compared to early learning obstacle test. These conditions were reinforced after learning with mathematics score school succeed standard 75% was done.
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Wray, Alisa, Kathryn Bennett, Megan Boysen-Osborn, Warren Wiechmann, and Shannon Toohey. "Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States." Journal of Educational Evaluation for Health Professions 14 (December 11, 2017): 29. http://dx.doi.org/10.3352/jeehp.2017.14.29.
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Purpose: The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine resident performance on the in-training exam (ITE). We hypothesized that the implementation of an asynchronous curriculum (replacing 1 hour of weekly didactic time) would result in non-inferior ITE scores compared to the historical scores of residents who had participated in the traditional 5-hour weekly didactic curriculum.Methods: The study was a retrospective, non-inferiority study. conducted at the University of California, Irvine Emergency Medicine Residency Program. We compared ITE scores from 2012 and 2013, when there were 5 weekly hours of didactic content, with scores from 2014 and 2015, when 1 hour of conference was replaced with asynchro-nous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.Results: Using a non-inferiority test with a 95% confidence interval, there was no difference between the 2 groups (before and after implementation of asynchronous learning), as the confidence interval for the change of the ITE was −3.5 to 2.3 points, whereas the 10% non-inferiority margin was 7.8 points.Conclusion: Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.
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Pamarthi, Vishwan, Lars Grimm, Karen Johnson, and Charles Maxfield. "Hybrid Interactive and Didactic Teaching Format Improves Resident Retention and Attention Compared to Traditional Lectures." Academic Radiology 26, no. 9 (September 2019): 1269–73. http://dx.doi.org/10.1016/j.acra.2019.02.018.
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Атамась, Артем Іванович, Ірина Андріївна Сліпухіна, Ігор Станіславович Чернецький, and Юрій Сергійович Шиховцев. "IMPLEMENTATION OF THE EQUIVALENT CIRCUIT METHOD IN INSTRUMENTAL DIGITAL DIDACTICS." Information Technologies and Learning Tools 82, no. 2 (April 25, 2021): 1–17. http://dx.doi.org/10.33407/itlt.v82i2.4069.
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Instrumental digital didactics is based on the use of various digital means of obtaining, processing, and interpreting empirical data in accordance with the logic of scientific method and engineering design. Appropriate teaching techniques reflect the STEM approach to teaching natural science and engineering subjects. The use of the equivalent circuit created on the NI Multisim platform to investigate the characteristics of electric circuits’ components creates favorable didactic conditions. The methodological approaches proposed by the authors are demonstrated by the examples of determining the parameters of technologically advanced devices - photoelectric converter (for example, determining its maximum power point, as well as Fill Factor) and supercapacitor (for example, designating changes in charging and discharging characteristics depending on the type of construction). In such educational projects the parameters of the circuit components obtained by the equivalent circuit method are compared with the specifications of commercial devices available on the market. This approach, on the one hand, demonstrates statistical errors of results to the students, and on the other hand, it is a source of sufficient data for constructing an equivalent circuit of devices without prior experimental research. It is shown that the use of equivalent circuits in a computer simulation environment to replace real electronic and electrical devices, measuring systems and equipment with their virtual counterparts expands the didactic possibilities. Techniques based on the versatile use of digital didactic tools are being actively developed and implemented in the MANLab STEM-laboratory of the National Centre “Junior Academy of Sciences of Ukraine”.
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Pathirana, A., J. H. Koster, E. de Jong, and S. Uhlenbrook. "On teaching styles of water educators and the impact of didactic training." Hydrology and Earth System Sciences 16, no. 10 (October 17, 2012): 3677–88. http://dx.doi.org/10.5194/hess-16-3677-2012.
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Abstract. Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.
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Pathirana, A., J. H. Koster, E. de Jong, and S. Uhlenbrook. "On teaching styles of water educators and the impact of didactic training." Hydrology and Earth System Sciences Discussions 9, no. 3 (March 8, 2012): 2959–86. http://dx.doi.org/10.5194/hessd-9-2959-2012.
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Abstract. Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named University Teaching Qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.
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Miller, David C., Amy M. Sullivan, Morgan Soffler, Brett Armstrong, Asha Anandaiah, Laura Rock, Jakob I. McSparron, Richard M. Schwartzstein, and Margaret M. Hayes. "Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention." American Journal of Hospice and Palliative Medicine® 35, no. 9 (April 11, 2018): 1221–26. http://dx.doi.org/10.1177/1049909118769674.
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Objectives: We present a pilot study exploring the effects of a brief, 30-minute educational intervention targeting resident communication surrounding dying in the intensive care unit (ICU). We sought to determine whether simulation or didactic educational interventions improved resident-reported comfort, preparation, and skill acquisition. We also sought to identify resident barriers to using the word “dying.” Methods: In this mixed-methods prospective study, second- and third-year medical residents were randomized to participate in a simulation-based communication training or a didactic session. Residents completed a pre–post survey after the sessions evaluating the sessions and reflecting on their use of the word “dying” in family meetings. Results: Forty-five residents participated in the study. Residents reported increases in comfort (Mean [M]-pre = 3.3 [standard deviation: 0.6], M-post = 3.7 [0.7]; P < .01, Cohen d = 0.75) and preparation (M-pre = 3.4 [0.7], M-post = 3.9 [0.6]; P < .01, d = 1.07) using the word “dying” after both the simulation and didactic versions. Residents randomized to the simulation reported they were more likely to have learned new skills as compared to residents in the didactic (M-simulation = 2.2 [0.4], M-didactic = 1.9 [0.3]; P = .015, d = 0.80). They estimated that they used the word “dying” in 50% of their end-of-life (EOL) conversations and identified uncertain prognosis as the main barrier to explicitly stating the word “dying.” Conclusion: A 30-minute educational intervention improves internal medicine residents’ self-reported comfort and preparation in talking about death and dying in the ICU. Residents in simulation-based training were more likely to report they learned new skills as compared to the didactic session. Residents report multiple barriers to using the word “dying” EOL conversations.
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Adebayo, Adebanke L., Rochelle Davidson Mhonde, Nathaniel DeNicola, and Edward Maibach. "The Effectiveness of Narrative Versus Didactic Information Formats on Pregnant Women’s Knowledge, Risk Perception, Self-Efficacy, and Information Seeking Related to Climate Change Health Risks." International Journal of Environmental Research and Public Health 17, no. 19 (September 23, 2020): 6969. http://dx.doi.org/10.3390/ijerph17196969.
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Climate change is a global threat that poses significant risks to pregnant women and to their developing fetus and newborn. Educating pregnant women about the risks to their pregnancy may improve maternal and child health outcomes. Prior research suggests that presenting health information in narrative format can be more effective than a didactic format. Hence, the purpose of this study was to test the effectiveness of two brief educational interventions in a diverse group of pregnant women (n = 151). Specifically, using a post-test only randomized experiment, we compared the effectiveness of brief information presented in a narrative format versus a didactic format; both information formats were also compared to a no information control group. Outcome measures included pregnant women’s actual and perceived knowledge, risk perception, affective assessment, self-efficacy, intention to take protective behaviors, and subsequent information seeking behavior. As hypothesized, for all outcome measures, the narrative format was more effective than the didactic format. These results suggest the benefits of a narrative approach (versus a didactic approach) to educating pregnant women about the maternal and child health threats posed by climate change. This study adds to a growing literature on the effectiveness of narrative-based approaches to health communication.
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Kanaplianik, O. V., N. V. Husakova, A. V. Hamaliaka, and E. O. Kulchyk. "THE USE OF INTERACTIVE GAME METHOD IN TEACHING THE DISCIPLINE «PATHOLOGICAL ANATOMY»." Vestnik of Vitebsk State Medical University 20, no. 3 (June 15, 2021): 97–103. http://dx.doi.org/10.22263/2312-4156.2021.3.97.
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In the given article by the example of a didactic board game, possible ways of its using and the importance of an interactive teaching method at «Pathological anatomy» practical classes are considered. The main requirements to the stages of design concept development, their detailed justification and description are presented. The role of a teacher as an organizer of this teaching method, as well as the use of situational modules of the didactic game for the better acquiring of new information by the students are analyzed. Objectives. To increase the efficiency of the process of teaching students at «Pathological anatomy» practical classes based on the use of an interactive game method by developing a design concept for a didactic board game. Material and methods. Retrospective analysis of the scientific and methodological literature on the investigated problem was made. The didactic board game consisting of an A3 format playing field and a set of cards was demonstrated. Results. The board game with a description of its advantages and features of use compared to traditional teaching methods was presented. A range of problems associated with the development of didactic material of this type were noted. Conclusions. A design concept of a didactic board game has been developed for conducting modular practical classes in pathological anatomy with the 3rd-year students of higher educational institutions in the specialties «General Medicine», «Medical Diagnostics».
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Sánchez, Verónica, María Dolores Plana, and María Elena Benítez. "Anaphoric resources in expository texts produced by children: The impact of a didactic sequence." Colombian Applied Linguistics Journal 15, no. 2 (January 21, 2014): 156. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2.a01.
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This paper aims to explore the incidence of didactic strategies on the usage of anaphoric resources, in written expository texts, produced by Spanish speaking children, from Córdoba, Argentina. In order to identify and analyze the anaphoric resources used by children, we designed and implemented a sequence of didactic activities, based on gender textual characteristics. The genre to teach was the “encyclopedia entry”. We analyzed the children production obstacles and difficulties and compared the productions before and after the didactic intervention, in order to assess the impact of teaching in the development of the cohesion devices. Eighty Spanish speaking children, of 3rd grade who attended two schools from Córdoba, Argentina, participated in this study. The results showed consistent changes after the didactic intervention that mainly consisted in an increase of the diversity of resources and the adequacy score in final productions; a higher presence of lexical resources, a higher precision and a decrease of ambiguous ellipsis.
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Donnou, Céline, Ségolène Chaudru, Olivier Stivalet, Eunice Paul, Marie Charasson, Jean-Marc Selli, Chadi Mauger, et al. "How to become proficient in performance of the resting ankle–brachial index: Results of the first randomized controlled trial." Vascular Medicine 23, no. 2 (November 10, 2017): 109–13. http://dx.doi.org/10.1177/1358863x17740993.
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The resting ankle–brachial index (ABI) is a first-line test to diagnose peripheral artery disease (PAD). No randomized controlled trial (RCT) has yet been conducted to determine the best teaching method to become proficient in the ABI procedure. We conducted a monocentric RCT to determine whether didactic learning alone or didactic learning combined with experiential learning improved proficiency in the ABI procedure. Medical students ( n = 30) received didactic learning, including (i) a presentation of the ABI guidelines and (ii) a video demonstration. Each student was then randomized into two groups (‘no experiential learning group’ and ‘experiential learning group’). An initial evaluation was performed after the didactic learning and a final evaluation at the end of the intervention. A student was considered to be proficient when he or she performed a correct ABI procedure on a healthy individual and a patient. The correct procedure corresponds to (i) following guidelines and (ii) a difference in ABI measurement between a vascular specialist and a student of ≤ 0.15. No student was proficient at the initial evaluation. At the final evaluation, in the didactic learning group, the number of proficient students was not improved compared with the initial evaluation (0/10 vs 1/10). In the experiential learning group, the number of proficient students was significantly improved (0/20 vs 11/20; p < 0.05). At the final evaluation, there was a significant difference between the number of proficient students depending on their learning group. In conclusion, didactic learning alone is insufficient to gain proficiency in the ABI procedure. Combining didactic learning with experiential learning significantly improved the students’ proficiency.
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Huynh, Roy, Matthew Ip, Jeff Chang, Craig Haifer, and Rupert Leong. "Expert-led didactic versus self-directed audiovisual training of confocal laser endomicroscopy in evaluation of mucosal barrier defects." Endoscopy International Open 06, no. 01 (January 2018): E115—E122. http://dx.doi.org/10.1055/s-0043-114664.
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Abstract Background and study aims Confocal laser endomicroscopy (CLE) allows mucosal barrier defects along the intestinal epithelium to be visualized in vivo during endoscopy. Training in CLE interpretation can be achieved didactically or through self-directed learning. This study aimed to compare the effectiveness of expert-led didactic with self-directed audiovisual teaching for training inexperienced analysts on how to recognize mucosal barrier defects on endoscope-based CLE (eCLE). Materials and methods This randomized controlled study involved trainee analysts who were taught how to recognize mucosal barrier defects on eCLE either didactically or through an audiovisual clip. After being trained, they evaluated 6 sets of 30 images. Image evaluation required the trainees to determine whether specific features of barrier dysfunction were present or not. Trainees in the didactic group engaged in peer discussion and received feedback after each set while this did not happen in the self-directed group. Accuracy, sensitivity, and specificity of both groups were compared. Results Trainees in the didactic group achieved a higher overall accuracy (87.5 % vs 85.0 %, P = 0.002) and sensitivity (84.5 % vs 80.4 %, P = 0.002) compared to trainees in the self-directed group. Interobserver agreement was higher in the didactic group (k = 0.686, 95 % CI 0.680 – 0.691, P < 0.001) than in the self-directed group (k = 0.566, 95 % CI 0.559 – 0.573, P < 0.001). Confidence (OR 6.48, 95 % CI 5.35 – 7.84, P < 0.001) and good image quality (OR 2.58, 95 % CI 2.17 – 2.82, P < 0.001) were positive predictors of accuracy. Conclusion Expert-led didactic training is more effective than self-directed audiovisual training for teaching inexperienced analysts how to recognize mucosal barrier defects on eCLE.
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DeVictor, Sam, Adrian A. Ong, Andrew P. Kelly, and Mark S. Burke. "Postoperative Management After Tracheostomy and Laryngectomy: Improving Nursing Knowledge With Bedside Posters." OTO Open 4, no. 4 (October 2020): 2473974X2097118. http://dx.doi.org/10.1177/2473974x20971185.
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This study sought to improve nursing staff understanding regarding the differences in postoperative management between patients who have undergone tracheostomy and laryngectomy. The intervention involved a brief didactic session followed by the placement of an informative poster and anatomic diagram above the bed of tracheostomy and laryngectomy patients over a 6-month period. Data were collected before and after the didactic session and poster implementation. Of the 50 nurses surveyed, 32% believed oral ventilation is appropriate for laryngectomy patients compared to 0% of nurses after the intervention. The percentage of nursing staff reporting self-assessed clear understanding of the patient care differences between laryngectomy and tracheostomy improved after the intervention. The use of informational posters and didactic sessions significantly improves nursing staff understanding of the differences between tracheostomy and laryngectomy patients. Level of Evidence: IV
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Dennis, Vincent, Melissa Craft, Dale Bratzler, Melody Yozzo, Denise Bender, Christi Barbee, Stephen Neely, and Margaret Robinson. "Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States." Journal of Educational Evaluation for Health Professions 16 (November 5, 2019): 35. http://dx.doi.org/10.3352/jeehp.2019.16.35.
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Purpose: This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.Methods: Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.Results: The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.Conclusion: The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.
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Galván-Fernández, Cristina, Maria José Rubio-Hurtado, Francesc Martínez-Olmo, and José Luis Rodríguez-Illera. "Can the integration of a PLE in an e-portfolio platform improve generic competences?" Journal of New Approaches in Educational Research 6, no. 2 (July 15, 2017): 112–18. http://dx.doi.org/10.7821/naer.2017.7.230.
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The study analyzes the improvement in generic competences through e-portfolio/PLE platform and didactic planning. The new version of the platform, Digital Folder, contains utilities for students and teachers and some PLE components that help the learning process through e-portfolios. Didactic planning is compared for students from the University of Vic and the University of Barcelona, with a total of 61 participants. A questionnaire has been applied for measuring the use of functions and how much these functions aid in the improvement of the generic competences (reflection, planning and selection of information). The results confirm that the most helpful functions for students are: the Schedule, the Academic tasks, the Teacher’s portfolio and Dialogue with the teacher. However, the implication of these functions in the improvement of the competences depends on didactic planning overall for reflection on learning.
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Joshi, Hari Shankar, Rashmi Katyal, Arun Singh, Gaurav Joshi, Shalini Chandra, and Kashmir Singh. "Is problem based learning a better teaching tool as compared to didactic lectures for the undergraduate students?" International Journal Of Community Medicine And Public Health 4, no. 10 (September 22, 2017): 3727. http://dx.doi.org/10.18203/2394-6040.ijcmph20174240.
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Background: PBL is an educational approach in which complex problems serve as the context and the stimulus for learning. In PBL classes, students work in teams to solve one or more complex and compelling "real world" problems. They develop skills in collecting, evaluating, and synthesizing resources as they first define and then propose a solution to a multi‑faceted problem. The objectives of the study were to acknowledge the students about problem based learning; to assess the effectiveness and outcome of the teaching methodologies i.e. didactic lectures versus PBL; recommendation of incorporation of PBL or traditional teaching method as a teaching tool. Methods: Medical undergraduate (UG) students admitted in RMCH, Bareilly, India. A total of 112 students divided into three batches (36, 33 and 33 students) participated in a systematically conducted PBL session in community Medicine department during the middle of their academic year after having experienced at least 4 months of traditional teaching in community medicine. Perception of the faculty was also taken on Likert’s scale. Responses to the items in the questionnaire was scored as follows: traditional much better (1), traditional better (2), both the same (3) PBL better (4), or PBL much better (5). Appropriate Statistical analysis using appropriate tests will be done.Results: Information gathering and student-teacher relationship is more through traditional method of teaching as compared to PBL which is more in favour of development of interest, motivation, learning efficiency, curiosity, questioning attitude, interpersonal relationship, independent thinking and reasoning.. Conclusions: It can be very well included that introduction of PBL as the teaching modality among the students can improve the quality of medical education as per the evaluation done through the introduction of Likert’scale.
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Richardson, D. "Using situational physiology in a didactic lecture setting." Advances in Physiology Education 271, no. 6 (December 1996): S61. http://dx.doi.org/10.1152/advances.1996.271.6.s61.
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This project used the approach of "human situations" to teach about the cardiovascular system within an undergraduate physiology course (PGY 412). About two-thirds of the students had previously taken a college-level physiology course (sophisticated), whereas one-third had not (naive). Nine didactic lectures were organized around the common human situations of orthostasis, blood donation, and exercise. For acceptance evaluation, the students were given a questionnaire consisting of six expectation statements (e.g., compared with other life science courses, I expect that I will better understand the material) and asked to rate the degree to which they agreed with each statement on a scale of 1 to 5. On completion of the lectures, the students were given a questionnaire asking them to compare experiences with expectations. Experiences were significantly less than expectations for naive (P < 0.05) but not for sophisticated students. On a scale of 1 to 5, sophisticated students preferred the situations approach more than did naive students (3.1 vs 2.4; P < 0.066). For performance evaluation, the students were given a set of questions used by the author in a previous PGY 412 course presented by traditional didactic lectures. There were no significant differences between present and previous scores (77 vs. 79%; P > 0.16). Furthermore, there were no significant differences between naive and sophisticated students in cardiovascular examination scores (P > 0.608) or in total course scores (P > 0.523). These results indicate that didactic lectures based on situational physiology will yield a performance outcome equivalent to traditional lectures. However, naive students may have difficulty with the procedure and require extra attention.
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Balakrishnan, Athira, Sreedharan Nair, Vijayanarayana Kunhikatta, Muhammed Rashid, M. K. Unnikrishnan, P. S. Jagannatha, Viji P. Chandran, Kanav Khera, and Girish Thunga. "Effectiveness of blended learning in pharmacy education: An experimental study using clinical research modules." PLOS ONE 16, no. 9 (September 1, 2021): e0256814. http://dx.doi.org/10.1371/journal.pone.0256814.
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Background &objectives Though there are studies to evaluate the effectiveness of blended learning in pharmacy education, most of them originate from USA and have used previous year students’ scores as control. Also there is less research in comparing use of self -regulated learning strategies between blended and other learning strategies. Primary aim was to evaluate the effectiveness of blended learning on knowledge score using clinical research modules. Secondary objective was designed to compare the use of self-regulated learning strategies between blended learning, web-based e-learning and didactic teaching. Materials and methods A prospective cluster randomized trial was conducted with didactic teaching as control and web-based e-learning and blended learning as interventions. The target population was final year Pharm D students. Outcome was assessed using a validated knowledge questionnaire, a motivated strategies for learning questionnaire and a feedback form. All statistical analyses were carried out using Statistical Package for Social Science (SPSS) Version 20. Results A total of 241 students from 12 colleges completed the study. Mean knowledge score of students in blended learning group was higher than those in the didactic teaching and web- based e- learning program (64.26±18.19 Vs 56.65±8.73 Vs 52.11±22.06,p<0.001).Frequency of use of learning strategies namely rehearsal, elaboration, organization and critical thinking was statistically significantly higher in the blended learning group compared to those of didactic and web-based e-learning group (p<0.05) But there were no statistically significant difference of motivational orientations between didactic and blended learning group except strategies of extrinsic goal orientation and self-efficacy. Students preferred blended learning (86.5%) over didactic and web-based e-learning. Conclusion Blended learning approach is an effective way to teach clinical research module. Students of blended learning group employed all motivational and learning strategies more often than students of the didactic and web- based e-learning groups except strategies of intrinsic goal orientation, task value, control of learning belief and help seeking.
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Kuznetsova, Evgeniya Viktorovna. "M.v. Lomonosovs Pedagogical Heritage and problems of modern education." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2011): 13–33. http://dx.doi.org/10.51314/2073-2635-2011-4-13-33.
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The article described the scientific and educational activity of M.V. Lomonosov, discussed theory and practice of education and didactic questions. Compared the pedagogical theory of M.V. Lomonosov with the problems of modern education.
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Mempin, Roberto L., Wendy M. Simon, Jason D. Napolitano, Rachel P. Brook, Owen L. Hall, Sitaram Vangala, and Edward S. Lee. "Comparing the effectiveness of a hybrid simulation/lecture session versus simulation alone in teaching crew resource management (CRM) skills: a randomised controlled trial." BMJ Simulation and Technology Enhanced Learning 5, no. 4 (October 25, 2018): 198–203. http://dx.doi.org/10.1136/bmjstel-2018-000354.
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IntroductionVarious methods have been used to teach crew resource management (CRM) skills, including high-fidelity patient simulation. It is unclear whether a didactic lecture added on to a simulation-based curriculum can augment a learner’s education.MethodsUsing an already existing simulation-based curriculum for interdisciplinary teams composed of both residents and nurses, teams were randomised to an intervention or control arm. The intervention arm had a 10 min didactic lecture after the first of three simulation scenarios, while the control arm did all three simulation scenarios without any didactic component. The CRM skills of teams were then scored, and improvement was compared between the two arms using general estimating equations.ResultsThe differences in mean teamwork scores between the intervention and control arms in scenarios 2 and 3 were not statistically significant. Mean scores in the intervention arm were lower than in the control arm (−0.57, p=0.78 for scenario 2; −3.12, p=0.13 for scenario 3), and the increase in scores from scenario 2 to 3 was lower in the intervention arm than in the control arm (difference in differences: −2.55, p=0.73).ConclusionsAdding a didactic lecture to a simulation-based curriculum geared at teaching CRM skills to interdisciplinary teams did not lead to significantly improved teamwork.
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Qureshi, Ayisha, Farwa Rizvi, Anjum Syed, Aqueel Shahid, and Hana Manzoor. "The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments." Advances in Physiology Education 38, no. 2 (June 2014): 140–44. http://dx.doi.org/10.1152/advan.00092.2013.
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Cognitive psychology has demonstrated that the way knowledge is structured in memory determines the ability to retain, recall, and use it to solve problems. The method of loci (MOL) is a mnemonic device that relies on spatial relationships between “loci” (e.g., locations on a familiar route or rooms in a familiar building) to arrange and recollect memorial content. In the present study, we hypothesized that the use of MOL leads to better understanding of the topic among students, which can be observed through better student performance on assessments. Students were divided into two groups: group 1 was taught insulin and diabetes mellitus through didactic lectures and a self-directed learning session, whereas group 2 was taught insulin and diabetes mellitus through didactic lectures and MOL. Memory palaces for insulin and diabetes mellitus were generated by students under supervision of the teacher and taught by students as well. A questionnaire survey and open-ended questions were given to the participants. Group 2, which underwent didactic lectures followed by a MOL interactive session, showed significantly improved performance on the assessments compared with group 1, which had been taught through didactic lectures and a self-directed learning session. Descriptive analysis showed that all students found MOL to be a helpful technique.
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Tergesen, Cori L., Dristy Gurung, Saraswati Dhungana, Ajay Risal, Prem Basel, Dipesh Tamrakar, Archana Amatya, Lawrence P. Park, and Brandon A. Kohrt. "Impact of Service User Video Presentations on Explicit and Implicit Stigma toward Mental Illness among Medical Students in Nepal: A Randomized Controlled Trial." International Journal of Environmental Research and Public Health 18, no. 4 (February 22, 2021): 2143. http://dx.doi.org/10.3390/ijerph18042143.
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This study evaluated the impact of didactic videos and service user testimonial videos on mental illness stigma among medical students. Two randomized controlled trials were conducted in Nepal. Study 1 examined stigma reduction for depression. Study 2 examined depression and psychosis. Participants were Nepali medical students (Study 1: n = 94, Study 2: n = 213) randomized to three conditions: a didactic video based on the mental health Gap Action Programme (mhGAP), a service user video about living with mental illness, or a control condition with no videos. In Study 1, videos only addressed depression. In Study 2, videos addressed depression and psychosis. In Study 1, both didactic and service user videos reduced stigma compared to the control. In Study 2 (depression and psychosis), there were no differences among the three arms. When comparing Study 1 and 2, there was greater stigma reduction in the service user video arm with only depression versus service user videos describing depression and psychosis. In summary, didactic and service user videos were associated with decreased stigma when content addressed only depression. However, no stigma reduction was seen when including depression and psychosis. This calls for considering different strategies to address stigma based on types of mental illnesses. ClinicalTrials.gov identifier: NCT03231761.
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Kadam, Deepali Mohan, and Aarti Vidyasindhu Sejao. "Case based learning versus traditional didactic lecture in Community Medicine to teach vector borne diseases “malaria and dengue”: interventional study." International Journal Of Community Medicine And Public Health 6, no. 2 (January 24, 2019): 836. http://dx.doi.org/10.18203/2394-6040.ijcmph20190217.
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Background: Traditional didactic lectures do not evoke interactive teaching. Analytical thinking is not fostered. When students are put into the role of primary care physician, a sense of responsibility towards society is instilled in them generating a desire to learn. Case based learning (CBL) is one such method which can be used for meaningful learning. Incorporation of case based scenarios on real life situations in teaching can make medical undergraduate students competent to diagnose and treat common health problems.Methods: The study was conducted amongst third M.B.B.S. students. Interventional study design was used. Intervention group was taught with CBL and control group with didactic method. Pre-test, post-test was conducted to assess cognitive domain scores. To assess perception regarding CBL, feedback questionnaire was given to students. Percentages, unpaired t test were used for statistical analysis.Results: 99.60% of students perceived CBL is helpful to understand key concepts. 95.65% reported its importance in development of critical thinking. 95.66% reported that CBL session promoted meaningful learning as compared to lecture. On application of statistical tests, there was no difference in average marks scored by students taught with CBL as compared to those taught with traditional didactic method.Conclusions: This study demonstrates that CBL arouses interest. It can be incorporated to teach topics in Community Medicine.
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Barbosa, Edelweis Jose Tavares, and Anna Paula de Avelar Brito Lima. "Praxéologies du professeur : analyse comparative de manuels scolaires dans l'enseignement des équations polynomiales du premier degréTeacher's Praxeologies: Comparative Analysis of the Textbook in Teaching First-Degree Polynomial Equations." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 224–31. http://dx.doi.org/10.23925/1983-3156.2020v22i4p224-231.
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RésuméLe but de cet article est d'analyser, de manière comparative, les livres didactiques et les praxéologies mises en place par les enseignants dans leur pratique pédagogique, concernant l'enseignement des équations polynomiales du premier degré. Cette étude est faite dans le cadre de la théorie anthropologique du didactique (TAD) proposée par Yves Chevallard et ses collaborateurs (1999, 2002, 2009, 2010). La méthodologie est basée sur une approche ethnographique qualitative, dans laquelle les organisations mathématiques et didactiques de trois enseignants sont analysées en les comparant à celles des livres de référence. Les résultats indiquent qu'il existe une certaine conformité entre les praxéologies à enseigner, proposées par les auteurs des manuels scolaires et les praxéologies effectivement enseignées par les professeurs en classe. Les enseignants sont les organisateurs des tâches, des techniques et de la technologie de complexité croissante (FONSECA, 2004) qui sont rendus routinières ou problématiques en classe. La résolution d’une équation polynomiale du premier degré du type ax+b=c a été le point commun des trois professeurs, bien que deux des trois enseignants aient aussi travaillé des équations du type a1x+b1=a2x+b2.Mots-clés : Livres didactiques, Équations polynomiales du premier degré, Théorie Anthropologique du didactique.AbstractThe aim of this article was to analyze, comparatively, praxeologies in didactic books and praxeologies carried out by the teacher, concerning the teaching of polynomial equations of the first degree. This study is done within the framework of the Anthropological Theory of Didactics (ATD), proposed by Yves Chevallard and his collaborators (1999, 2002, 2009, 2010). The methodology consists of a qualitative ethnographic approach, in which the mathematical and didactic organizations of three teachers were compared with those of their reference books. The results indicate that there is some conformity between the praxeologies to be taught, proposed by the authors of the textbooks, and the praxeologies effectively taught by the teachers in the classroom. Teachers are the organizers of tasks, techniques, and technology of increasing complexity (FONSECA, 2004) that are made routine or problematic in the classroom. The resolution of a first-degree polynomial equation of the type ax+b=c was the common point among the three teachers, although two of the three teachers also worked on equations of the type a1x+b1=a2x+b2.Keywords: Didactic books, Polynomial equations of the first degree, Anthropological theory of didactics.
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Anciuti, Andreia Nobre, Antonio Sergio Varela Junior, Talita Lobo Ochôa, Betina Keidann, Luisa Grecco Corrêa, Josiane de Lima Andrades, and Carine Dahl Corcini. "Didactic materials: Mannequin for canine abdominal and vaginal palpation." Research, Society and Development 10, no. 2 (February 25, 2021): e48810212847. http://dx.doi.org/10.33448/rsd-v10i2.12847.
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Compared to the veterinary education system decades ago, ethical and welfare questions are of major relevance in the current scenario. Therefore, certain learning practices involving in vivo animal studies are no longer performed. To overcome this limitation, the use of mannequins has emerged as an interactive and immersive method of learning that simulates a real situation. The aim of this work is development mannequins for improve physiology of the reproductive apparatus of a bitch. Here, we used a plastic canine prototype to simulate the abdominal and vaginal palpation technique. An abdominal incision was made, filled with synthetic fiber, and a fictional uterus was placed. In the same mannequin, an orifice was created that correspond to the vagina. This model greatly helped in training students in performing palpation techniques, conducting the static evaluation, and assessing maternal-fetal ratio. Moreover, the physiology of the reproductive canine prototype made possible the demonstration of abdominal and vaginal palpation. This practice of vaginal palpation was found to be of great value since several students could easily take the examination and identify different stages of canine gestation, which could hardly be achieved using animals. Mannequins have received good student acceptance owing to their safety and ease to use, and resulted in a better understanding of the procedure to perform future in vivo animal studies.
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Downar, James, Nancy McNaughton, Tarek Abdelhalim, Natalie Wong, Lauren Lapointe-Shaw, Dori Seccareccia, Kim Miller, et al. "Standardized patient simulation versus didactic teaching alone for improving residents’ communication skills when discussing goals of care and resuscitation: A randomized controlled trial." Palliative Medicine 31, no. 2 (July 10, 2016): 130–39. http://dx.doi.org/10.1177/0269216316652278.
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Background: Communication skills are important when discussing goals of care and resuscitation. Few studies have evaluated the effectiveness of standardized patients for teaching medical trainees to communicate about goals of care. Objective: To determine whether standardized patient simulation offers benefit over didactic sessions alone for improving skill and comfort discussing goals of care. Design and intervention: Single-blind, randomized, controlled trial of didactic teaching plus standardized patient simulation versus didactic teaching alone. Participants: First-year internal medicine residents. Main measures: Changes in communication comfort and skill between baseline and 2 months post-training assessed using the Consultation and Relational Empathy measure. Key results: We enrolled 94 residents over a 2-year period. Both groups reported a significant improvement in comfort when discussing goals of care with patients. There was no difference in Consultation and Relational Empathy scores following the workshop ( p = 0.79). The intervention group showed a significant increase in Consultation and Relational Empathy scores post-workshop compared with pre-workshop (35.0 vs 31.7, respectively; p = 0.048), whereas there was no improvement in Consultation and Relational Empathy scores in the control group (35.6 vs 36.0; p = 0.4). However, when the results were adjusted for baseline differences in Consultation and Relational Empathy scores in a multivariable regression analysis, group assignment was not associated with an improvement in Consultation and Relational Empathy score. Improvement in comfort scores and perception of benefit were not associated with improvements in Consultation and Relational Empathy scores. Conclusion: Simulation training may improve communication skill and comfort more than didactic training alone, but there were important confounders in this study and further studies are needed to determine whether simulation is better than didactic training for this purpose.
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Prauzner, Tomasz. "INTERACTIVE COMPUTER SIMULATION AS A RESPONSE TO CONTEMPORARY PROBLEMS OF TECHNICAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 579. http://dx.doi.org/10.17770/sie2016vol2.1415.
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The theory of teaching, commonly referred to as didactics, is gaining increasing recognition in the work of a teacher immersed in the present-day reality of education. It appears right to assume that familiarity with the changing world should inspire innovativeness aimed to eliminate unnecessary or inadequate phenomena. For this reason, it is advisable to treat didactics as a theoretical discipline with practical implications for teachers, especially in the process of transforming and perfecting the educational system to make it meet the real social and economic challenges. The paper presents empirical studies conducted in the period 2010-2015 among full-time and weekend students of Safety Engineering at Jan Dlugosz University in Czestochowa, Poland. The studies were aimed to test the hypothesis that using deterministic computer simulations in the didactic process fosters learning effectiveness in the field of technological education as compared to traditional methods applied in a laboratory. The investigation employed extended methodology including verifying detailed hypotheses by means of empirical studies proved to be significant by the c2 (chi-squared) test. It was also situated within the general theory of education, additionally addressing the postulates of constructivist and cognitivist paradigms of learning.
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Cayce, Rachael, Paul Bergstresser, Kathleen Hesterman, and Daniel Condie. "Dermatology Curriculum for Internal Medicine Residents: A Randomized Trial." Journal of Graduate Medical Education 6, no. 2 (June 1, 2014): 296–300. http://dx.doi.org/10.4300/jgme-d-13-00272.1.
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Abstract Background Physicians in specialties other than dermatology care for the majority of patients with skin diseases, yet most physicians receive little training in dermatology. Objectives The primary objective of this study was to determine whether there would be a sizable (20%) improvement in posttraining scores for internal medicine residents after completing 1 of 3 assigned curricula. A secondary objective was to determine whether there were significant differences in improvement among the 3 resident cohorts after completing their curriculum. Finally, we explored the residents' change in perceived clinical knowledge postcurriculum. Methods Thirty-six postgraduate year 2 internal medicine residents were randomized to complete 1 of 3 one-month dermatology curricula (didactic, clinical, or combined). The main outcome measure was performance on different sets of Medical Knowledge Self-Assessment Program (MKSAP)-15 questions at study entry and completion. A secondary outcome was self-rated performance in 3 clinical domains. Results All participants completed the study. All curricula led to an improvement in MKSAP-15 scores, but only students who completed the didactic curriculum demonstrated a 20% improvement in posttraining scores. A larger number of residents completing the clinical and didactic curricula rated their clinical performance as improved compared to those who completed the combined curriculum. Conclusions While all 3 curricula led to improvement, as measured by a standardized assessment, a didactic curriculum in dermatology resulted in the largest improvement in knowledge as measured by a multiple-choice test.
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Sisson, Stephen D., Amanda Bertram, and Hsin-Chieh Yeh. "Concurrent Validity Between a Shared Curriculum, the Internal Medicine In-Training Examination, and the American Board of Internal Medicine Certifying Examination." Journal of Graduate Medical Education 7, no. 1 (March 1, 2015): 42–47. http://dx.doi.org/10.4300/jgme-d-14-00054.1.
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Abstract Background A core objective of residency education is to facilitate learning, and programs need more curricula and assessment tools with demonstrated validity evidence. Objective We sought to demonstrate concurrent validity between performance on a widely shared, ambulatory curriculum (the Johns Hopkins Internal Medicine Curriculum), the Internal Medicine In-Training Examination (IM-ITE), and the American Board of Internal Medicine Certifying Examination (ABIM-CE). Methods A cohort study of 443 postgraduate year (PGY)-3 residents at 22 academic and community hospital internal medicine residency programs using the curriculum through the Johns Hopkins Internet Learning Center (ILC). Total and percentile rank scores on ILC didactic modules were compared with total and percentile rank scores on the IM-ITE and total scores on the ABIM-CE. Results The average score on didactic modules was 80.1%; the percentile rank was 53.8. The average IM-ITE score was 64.1% with a percentile rank of 54.8. The average score on the ABIM-CE was 464. Scores on the didactic modules, IM-ITE, and ABIM-CE correlated with each other (P < .05). Residents completing greater numbers of didactic modules, regardless of scores, had higher IM-ITE total and percentile rank scores (P < .05). Resident performance on modules covering back pain, hypertension, preoperative evaluation, and upper respiratory tract infection was associated with IM-ITE percentile rank. Conclusions Performance on a widely shared ambulatory curriculum is associated with performance on the IM-ITE and the ABIM-CE.
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DASCALU, Cristina Gena, Magda Ecaterina ANTOHE, Georgeta ZEGAN, Stefan Lucian BURLEA, Elena Mihaela CARAUSU, Anamaria CIUBARA, and Victor Lorin PURCAREA. "Blended Learning - The Efficiency of Video Resources and YouTube in the Modern Dental Education." Revista de Cercetare si Interventie Sociala 72 (March 15, 2021): 288–310. http://dx.doi.org/10.33788/rcis.72.18.
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The media-enhanced teaching techniques became popular in the last years because they stimulate the students' engagement and motivation. The educational movies uploaded on YouTube became nowadays a highly used resource for learning in the academic environment. We conducted an opinion survey among the students at the Faculty of Dental Medicine, “Grigore T. Popa” University of Medicine and Pharmacy, Romania, about their agreement and interest in using educational movies as didactic tools, compared with the traditional teaching methods, and about the features they prefer in such materials. The study group included 170 students with average age 20.93 ± 2.751. Most students (91.2%) use didactic movies in their practical training; 77.6% think that the didactic movies from YouTube contain correct scientific information. 74.6% of the students like to learn using didactic movies, 39.7% of them appreciate the oral speech accompanied by PowerPoint Presentations and 46.6% like the oral speech accompanied by written explanations, with no significant differences between genders and age groups. The most popular features of the educational movies are: human narrator (94.7%), who speaks in Romanian (82.4%). The narrator’s speech must be accompanied by animated schemes with explanations (90.6%) and drawings (93.5%). The movie must have a clear structure, evolving from basic to complex (85.9%). The educational movies uploaded on YouTube are an adequate source of information for the dental students; the professionals in universities must survey better the scientific quality of such materials.
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Dasari, Jessica, Niharika Anand, Sayanth Raj, Imran Syed, and Jagan Nadipelly. "Evaluation of effectiveness of Integrative Clinical Case Based Modules learning when compared to the traditional curriculum with Didactic Lectures." Journal of Contemporary Medical Education 9, no. 1 (2019): 12. http://dx.doi.org/10.5455/jcme.20181210075944.
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Aguilera-Alvarez, Juan, José Padilla-Medina, Coral Martínez-Nolasco, Víctor Samano-Ortega, Micael Bravo-Sanchez, and Juan Martínez-Nolasco. "Development of a Didactic Educational Tool for Learning Fuzzy Control Systems." Mathematical Problems in Engineering 2021 (July 30, 2021): 1–17. http://dx.doi.org/10.1155/2021/3158342.
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This paper presents the development of a virtual didactic tool for students of mechatronic engineering taking an intelligent system course. The objective of the tool is for students to learn the structures for fuzzy control systems. This tool makes it easier for students to understand the behavior of the membership functions of input and output variables, the evaluation of the set of fuzzy rules, and the method of defuzzification, giving the students the possibility of applying a fuzzy controller in industrial processes using a data acquisition board. The proposed tool was developed with the virtual instrumentation software LabVIEW. It has the advantage that students can manipulate the internal structure of the fuzzy logic control system in a unique window where students can analyze the behavior of internal signals by looking at the response graphs. The fuzzy controller can be easily translated to a real application by using LabVIEW compatible hardware. To have feedback from students on the use of the tool and to understand if this tool allows an improvement in their academic performance, a 2-hour workshop on the proposed application was given to a group of 93 students. At the end of the workshop, a knowledge assessment and a perception survey were applied to the participants. The academic performance achieved by students who were given the workshop using the proposed teaching tool was compared with the academic performance of students who witnessed the workshop using Matlab tools. The statistical analysis of the results obtained for the knowledge assessment shows that the students that had taken the workshop using the proposed teaching tool had better compression of the topic compared to the students that had taken the workshop using the Fuzzy Logic Toolbox provided by Matlab MathWorks. The students that had taken the workshop using the proposed teaching tool obtained a mean grade of 89.63/100, while students that had taken the workshop using Matlab’s tools obtained a mean grade of 69.85/100. Also, the students’ perception of the proposed tool was that it allowed the design of fuzzy control systems in a simple and intuitive way.
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Behera, Basanta Kumar, Narahari Agasti, and Kamalakanta Sahoo. "Evaluation of impact of an integrated lecture method of teaching among undergraduate medical students, compared to traditional didactical lectures in reference to antenatal care." International Journal of Advances in Medicine 4, no. 3 (May 23, 2017): 640. http://dx.doi.org/10.18203/2349-3933.ijam20171921.
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Background: In traditional lecture method of teaching most of the time there is time consumption, duplication and overlapping of topics taught in the MBBS course. Integration (both horizontal and vertical) of subjects improves the cognitive and psychomotor domains of students to enhance their skills to correlate clinically to obtain an accurate diagnosis.Methods: The present study comprised of 96 students of 3rd semester MBBS course. A pretested questionnaire was given to study their existing level of knowledge and attitude regarding antenatal care. The students were divided into two groups by simple random method - a study group of 48 students, who receive integrated teaching including didactic lectures, case studies and live demonstrations by department of Community Medicine and Obstetrics and Gynaecology, whereas the control group of 48 students received only didactic lectures. Post test was conducted after 3 days. The mean knowledge and attitude scores of pre-test and post-test of the two groups were analyzed by using Z- test.Results: In the post test, the mean knowledge score between traditional and integrated groups were 12.40 and 14.46 respectively with standard deviation of 1.869 and 1.864. Whereas the mean values of attitude is 36.95 and 60.00 with standard deviation of 1.972 and 1.977. There was a significant improvement in both knowledge and attitude of students of integrated group as compared to traditional group (P<0.001).Conclusions: Integrated method of teaching was found to be more effective than traditional lecturing method.
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García-Ceberino, Juan, Sebastián Feu, and Sergio Ibáñez. "Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students." Sports 7, no. 3 (March 26, 2019): 74. http://dx.doi.org/10.3390/sports7030074.
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The objective of this study was to design and analyse the differences and/or similarities of two homogeneous intervention programmes (didactic units) based on two different teaching methods, Direct Instruction (DI) and Tactical Games Approach (TGA), for teaching school-age soccer. The sample was composed of 58 tasks, 29 for each intervention programme. The pedagogical and external Training Load (eTL) variables recorded in the Integral System for Training Tasks Analysis (SIATE) were studied. The two intervention programmes were compared using Chi-Square, Mann-Whitney U and the Adjusted Standardized Residuals statistical tests. Likewise, the strength of association of the variables under study was calculated using Cramer’s Phi and Cramer’s V coefficients. Both intervention programmes had the same number of tasks (n = 29), sessions (n = 12), game phases (x2 = 0.000; p = 1.000), specific contents (x2 = 5.311; p = 0.968) and didactic objectives, as well as different levels of eTL (U = 145.000; p = 0.000; d = 1.357); which are necessary requirements to be considered similar. The differences and/or similarities between both intervention programmes will offer teachers guidelines to develop different didactic units using the specific DI and TGA methodologies.
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Carter, Rebecca, Molly Silber, Lindsay Weiss, Salma Sharaf, Yan Wang, and Erin Hager. "Effect of Child Overweight/Obesity Didactic Session on Resident Confidence and Detection." Global Pediatric Health 6 (January 2019): 2333794X1984036. http://dx.doi.org/10.1177/2333794x19840360.
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Objective. To evaluate the impact of an obesity didactic session for pediatric physicians on confidence in counseling and identified overweight/obesity and follow-up recommendations. Methods. Pediatric residents underwent training and completed pre/post online surveys evaluating confidence in obesity prevention and identification. A booster training occurred 1 year later. Pre-/post-training scores were compared using χ2 or Fisher’s exact tests. Electronic medical records data for patients ≥3 years with BMI-for-age percentile ≥85 during 3 months prior/following the training/booster compared frequency of overweight/obesity identification and follow-up recommendations (≤3 months recommended vs longer) using logistic regression adjusting for age and overweight/obese status. Results. Post trainings, improvements in confidence to define/screen for obesity were observed, with a decline between trainings. Overweight/obese identification and follow-up time recommendations improved post-training (identification: 14.2% to 27.4%, adjusted odds ratio [aOR] = 3.16, 95% confidence interval [CI] = 1.54-6.51; follow-up: 48.9% to 58.9%, aOR = 1.63, 95% CI = 1.01-2.64), aOR = 1.77, 95% CI = 1.10-2.85, and identification remained stable/above pre-training rates both pre-/post-booster (25.8%, aOR = 3.14, 95% CI = 1.53-6.45; and 22.1%, aOR = 2.57, 95% CI = 1.25-5.30, respectively). Recommended follow-up time rates continued to rise when measured pre-booster (60.6%, aOR = 1.77, 95% CI = 1.10-2.85), then declined (46.0%, aOR = 0.95, 95% CI = 0.60-1.52). Conclusion. This didactic session improved resident confidence in defining/screening, identification of overweight/obesity and follow-up recommendations; however, rates of identification remained low. The successes of this intervention support similar didactic sessions in residency programs and identifies opportunities for improved resident/attending education.
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MONTIJO-VALENZUELA, ELIEL EDUARDO, SAUL DANIEL DURAN-JIMENEZ, LUIS ALBERTO ALTAMIRANO-RÍOS, JOSÉ ISAEL PÉREZ-GÓMEZ, and OSCAR SALMÓN-AROCHI. "MANUFACTURE OF A DIE PROTOTYPE FOR DIDACTIC PURPOSES IN MECHATRONIC ENGINEERING." Revista de Investigación Académica Sin Frontera: División de Ciencias Económicas y Sociales, no. 33 (December 31, 2020): 1–40. http://dx.doi.org/10.46589/rdiasf.vi33.341.
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The objective of this research is to manufacture a prototype of a teaching die for the specialty of precision mechanical design in mechatronic engineering, in order to achieve the skills required in unit two, regarding dies. The methodology used consists of five stages: 1. Definition of the preliminary conditions. 2. Theoretical calculations for die design. 3. Design, modeling and assembly using computer-aided software (CAD) of the parts that make up the die. 4. Validation with simulation of finite element analysis (AEF). 5. Manufacture of parts and physical assembly of the die. A functional prototype was obtained with which the teacher and student can perform calculations, designs and CAD models, AEF analysis of the static and fatigue type, manufacture of rapid prototypes using 3D printing, the identification of the parts that make up a die and their functioning. The advantage of this prototype, compared to metal die-cutting machines, is its low cost of production and manufacturing, it does not require expensive and specialized machinery for manufacturing, specific designs can be made by the students and its subsequent manufacture within the laboratories of the Technological Institute of Hermosillo.
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BASSO, MICHAEL R., NATASHA LOWERY, COURTNEY GHORMLEY, DENNIS COMBS, and JAY JOHNSON. "Self-generated learning in people with multiple sclerosis." Journal of the International Neuropsychological Society 12, no. 5 (September 2006): 640–48. http://dx.doi.org/10.1017/s1355617706060759.
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Memory impairment is among the most common cognitive deficits in people with multiple sclerosis (MS). To remediate this problem, recent research has evaluated the benefits of self-generated encoding. These nascent investigations reveal that people with MS who have mild memory impairment demonstrate a significant memory benefit from self-generated encoding compared with didactic learning. To extend prior research, the present experiment included MS patients with moderate–severe, rather than just mild, memory impairment. Additionally, the experiment evaluated whether self-generated encoding improves memory for activities of daily living instead of abstract words. Specifically, the experiment determined whether self-generated encoding enhanced memory for names, appointments, and object locations. In agreement with and extending prior research, MS patients remembered more information if it was self-generated rather than didactically presented, and this finding occurred despite moderate–severe memory impairment. Furthermore, compared with didactic encoding, self-generation enhanced recall of activities of daily living. Implications of these findings for cognitive rehabilitation and the nature of memory impairment in MS are discussed (JINS, 2006, 12, 640–648.)
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Hart, B. L. "Current Feedback Operational Amplifiers: A Tutorial." International Journal of Electrical Engineering & Education 32, no. 2 (April 1995): 108–23. http://dx.doi.org/10.1177/002072099503200202.
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Current feedback operational amplifiers: a tutorial In a didactic approach, the amplifying properties of an inverter stage using a current feedback operational amplifier (COA) and one using a voltage feedback operational amplifier (VOA) are compared. Then, following a discussion of COA modelling, the frequency and transient responses of a COA non-inverter stage are analysed.
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Chitale, Rohan, George M. Ghobrial, Darlene Lobel, and James Harrop. "Simulated Lumbar Minimally Invasive Surgery Educational Model With Didactic and Technical Components." Neurosurgery 73, suppl_1 (October 1, 2013): S107—S110. http://dx.doi.org/10.1093/neurosurgery/73.suppl_1.s107.
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Abstract BACKGROUND: The learning and development of technical skills are paramount for neurosurgical trainees. External influences and a need for maximizing efficiency and proficiency have encouraged advancements in simulator-based learning models. OBJECTIVE: To confirm the importance of establishing an educational curriculum for teaching minimally invasive techniques of pedicle screw placement using a computer-enhanced physical model of percutaneous pedicle screw placement with simultaneous didactic and technical components. METHODS: A 2-hour educational curriculum was created to educate neurosurgical residents on anatomy, pathophysiology, and technical aspects associated with image-guided pedicle screw placement. Predidactic and postdidactic practical and written scores were analyzed and compared. Scores were calculated for each participant on the basis of the optimal pedicle screw starting point and trajectory for both fluoroscopy and computed tomographic navigation. RESULTS: Eight trainees participated in this module. Average mean scores on the written didactic test improved from 78% to 100%. The technical component scores for fluoroscopic guidance improved from 58.8 to 52.9. Technical score for computed tomography—navigated guidance also improved from 28.3 to 26.6. CONCLUSION: Didactic and technical quantitative scores with a simulator-based educational curriculum improved objectively measured resident performance. A minimally invasive spine simulation model and curriculum may serve a valuable function in the education of neurosurgical residents and outcomes for patients.
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Jebavý, Radim, Tomáš Perič, Jiří Baláš, and Miroslav Petr. "Porovnání stimulace silových schopností prostřednictvím cvičení na labilních a stabilních plochách." Studia sportiva 6, no. 1 (July 9, 2012): 7–16. http://dx.doi.org/10.5817/sts2012-1-1.
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In our work we sought to verify the eff ectiveness of a didactic programme of exercise on unstable surfaces for stimulation of strength abilities, compared to a similar didactic programme conducted on stable surfaces, thus creating an alternative choice for coaches, teachers, and sports instructors. A major element of the didactic process is the quality of the strength training programme on stable and unstable surfaces. Th e sample of probands was selected from a population of college and recreational and active athletes from Prague. Th e group was made up of men aged 20 to 35 (n = 50). Th e probands were randomly assigned too groups. From a methodological point of view, this was a single-factor, two-level experiment. Th e experimental factor was represented by a specifi c strength programme (exercise on unstable surfaces, exercise on a stable base, without any exercise programme). Th e movement programme lasted 10 weeks and contained 22 exercise units. When evaluating the overall results of the tests before and aft er the experimental programme, we come to be of the opinion that the experimental programme manifested itself positively in eff ectiveness of stimulating strength abilities. Based on the results of our experiment, it was shown that the strength programme aff ected an increase in the duration of strength in both dynamic and static regimens. With the strength programme on unstable surfaces there was a tendency towards greater increases in the number of repetitions as opposed to the programme on stable surfaces at the beginning of the programme for exercise in a dynamic regimen. Th is can be applied in dynamic development as well as in a didactic process.
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Reddy, Y. Satish. "Impact of Whatsapp in improving learning among 9th semester MBBS students." MedPulse International Journal of Surgery 19, no. 1 (2021): 27–30. http://dx.doi.org/10.26611/1061917.
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Background: Interactive Teaching learning can be used in clinical subjects like surgery for better participation of students as one-way didactic lectures do not involve active participation of students. WhatsApp is one of the most famous messaging services which everyone use and it is easy, cheaper, and faster. Objective: the purpose of the study was to study the impact of whatsapp in improving learning in general surgery among 9th semester medical students. Methods: This study was conducted among 9th semester MBBS students in Surgery department. Students were divided into group a (study group) and group b(control group) by a simple random sampling. Gastric cancer was discussed among students of both Groups through didactic teaching. after didactic teaching, only Group A students were exposed to social media type of learning, i.e., using WhatsApp, after the session a multiple-choice questionnaire having 10 MCQs was given to both groups and an additional poll was conducted among the Study-group students to assess their perception towards Whatsapp intervention. the mean score obtained by both the groups were compared with unpaired t test. P-value <0.05 is taken as statistically significant. Results: The mean (SD) score of the Study-group was 8.58(1.18) and the mean (SD) score of the Control-group was 5.41(1.32) and statistically significant difference was found between the two groups scores with a p-value less than 0.05 opinion poll found that the intervention of whatsapp among study group was effective. Conclusion: we observed that the usage of WhatsApp in addition to the didactic teaching was found advantageous and enhanced learning in undergraduate students