全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用:99美元

查看量下载量

相关文章

更多...

Student Research Work and Modeled Situations in Order to Bridge the Gap between Basic Science Concepts and Those from Preventive and Clinical Practice. Meaningful Learning and Informed beneficience

DOI: 10.4236/ce.2016.77099, PP. 952-962

Keywords: Ethics, Meaningful Learning, Basic Science, Biology Education

Full-Text   Cite this paper   Add to My Lib

Abstract:

Meaningful learning of basic science concepts is a difficult goal to reach among students from different health related university careers. We present an integrative approach based on different educational strategies like problem based, and situated learning as well as the use of models and organizers. Three cases from Medicine, Nursing and Nutrition show the difficulties in the comprehension and integration of basic and applied knowledge as well as the educational approaches adopted and the evolution of students. There is a discussion on the ethical relevance of deep basic and applied knowledge in the right solution of problems posed in class that attempt to model real life scenarios. There is a term introduced in this paper: informed beneficence. This concept expresses the assumption that the professional fulfillment of the ethical principle of beneficence is linked to knowledge and skills to propose appropriate solutions to individual or collective health problems.

References

[1]  Acosta, S. F., & García, M. C. (2012). Estrategias de ensenanza utilizadas por los docentes de biología en las universidades públicas. Omnia, 18, 67-82.
[2]  Adams, D. (2011). Effective Learning in the Life Sciences: How Students Can Achieve Their Full Potential (pp. 25-40). Oxford: John Wiley & Sons.
http://dx.doi.org/10.1002/9781119976646
[3]  American Association for the Advancement of Science (2011). Vision and Change in Undergraduate Biology Education: A Call to Action. Washington DC: American Association for the Advancement of Science.
[4]  Armstrong, J. S. (2012). Natural Learning in Higher Education. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning 1 (pp. 5-10). Heidelberg: Springer.
[5]  Ausubel, D. P. (1960). The Use of Advance Organizers in the Learning and Retention of Meaningful Verbal Material. Journal of Educational Psychology, 51, 267-272.
http://dx.doi.org/10.1037/h0046669
[6]  Ausubel, D. P. (1962). A Subsumption Theory of Meaningful Verbal Learning and Retention. The Journal of General Psychology, 66, 213-224.
http://dx.doi.org/10.1080/00221309.1962.9711837
[7]  Azizi-Fini, I., Hajibagheri, A., & Adib-Hajbaghery, M. (2015). Critical Thinking Skills in Nursing Students: A Comparison between Freshmen and Senior Students. Nursing and Midwifery Studies, 4, Article ID: e25721.
http://dx.doi.org/10.17795/nmsjournal25721
[8]  Balanay, C. A. S., & Roa, E. C. (2013). Assessment on Students’ Science Process Skills: A Student-Centred Approach. International Journal of Biology Education, 3, 25-39.
[9]  Bjorg, D., Leland, A., & Dale, J. G. (2013). What Factors Facilitate Good Learning Experiences in Clinical Studies in Nursing: Bachelor Students’ Perception. ISRN Nursing, 20, 1-7.
[10]  Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press. (Twenty-Fifth Printing, 1999)
[11]  Burnard, P. (1999). Carl Rogers and Postmodernism: Challenged in Nursing and Health Sciences. Nursing and Health Sciences, 1, 241-247.
http://dx.doi.org/10.1046/j.1442-2018.1999.00031.x
[12]  Ceballos, N. (2007). Natural and Exacts Sciences Careers: Is there a Shortage of Students? Qviva, 6, 1-3.
[13]  Chamany, K., Allen, D., & Tanner, K. (2008). Making Biology Learning Relevant to Students: Integrating People, History, and Context into College Biology Teaching. CBE—Life Sciences Education, 7, 267-278.
http://dx.doi.org/10.1187/cbe.08-06-0029
[14]  Clarke, A. J. (2014). Managing the Ethical Challenges of Next-Generation Sequencing in Genomic Medicine. British Medical Bulletin, 111, 17-30.
http://dx.doi.org/10.1093/bmb/ldu017
[15]  DeHaan, R. L. (2009). Teaching Creativity and Inventive Problem Solving. CBE—Life Sciences Education, 8, 172-181.
[16]  Dinther, M. D., Dochy, F., & Segers, M. (2011). Factors Affecting Students’ Self-Efficacy in Higher Education. Educational Research Review, 6, 95-108.
http://dx.doi.org/10.1016/j.edurev.2010.10.003
[17]  Domínguez Gutiérrez, S. (2013). What Students Think about Professional Careers? Revista de Estudios para el Desarrollo Social de la Comunicación, 7, 163-187.
[18]  Enríquez Clavero, J. O., Mendoza Faget, T., & Carbó Ayala, J. E. (2009). Approach to Teaching Problem as a Viable Alternative Methodology in Higher Medical Education. EDUMECENTRO, 1, 27-30.
[19]  Fasser, C., McGuire, A., Erdman, K., Nadalo, D., Scott, S., & Waters, V. (2007). The Ethics Workup: A Case-Based Approach to Ethical Decision-Making Instruction. The Journal of Physician Assistant Education, 18, 34-41.
http://dx.doi.org/10.1097/01367895-200718010-00006
[20]  Felder, R. M., & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher Education Brief, 2, 4-9.
[21]  Feudmer, C., & Christakis, D. A. (1994). Making the Rounds: The Ethical Development of Medical Students in the Context of Clinical Rotations. The Hastings Center Report, 24, 6-12.
http://dx.doi.org/10.2307/3562379
[22]  Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok-Naaman, R. (2005). Design-Based Science and Real-World Problem-Solving. International Journal of Science Education, 27, 855-879.
http://dx.doi.org/10.1080/09500690500038165
[23]  Giere, R. N. (1999). Using Models to Represent Reality. In L. Magnani, N. J. Nersessian, & P. Thagard (Eds.), Model-Based Reasoning in Scientific Discovery (pp. 41-57). New York: Kluwer Academic/Plenum Press.
http://dx.doi.org/10.1007/978-1-4615-4813-3_3
[24]  Gilbert, J. K., & Boulter, C. J. (1998). Learning Science through Models and Modelling. In B. J. Fraser, & K. G. Tobin (Eds.), International Handbook of Science Education (pp. 53-56). London: Kluwer Academic.
[25]  Guanche Martínez, A. (2005). Problem Based Learning in Natural Sciences.
http://www.rieoei.org/did_mat30.htm
[26]  Hackett, G., Brown, S. D., & Lent, R. W. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance. Journal of Vocational Behavior, 45, 79-122.
http://dx.doi.org/10.1006/jvbe.1994.1027
[27]  Hafferty, F., & Franks, R. (1994). The Hidden Curriculum, Ethics Teaching, and the Structure of Medical Education. Academic Medicine, 69, 861-871.
[28]  Hickey, N., Harrison, L., & Sumsion, J. (2012).Using a Socioecological Framework to Understand the Career Choices of Single- and Double-Degree Nursing Students and Double-Degree Graduates. ISRN Nursing, 2012, Article ID: 748238.
http://dx.doi.org/10.5402/2012/748238
[29]  Hubbard, J. (2015). Predicting Student Nurse Success: A Behavioural Science Approach. Nurse Education Today, 35, e1-e3.
http://dx.doi.org/10.1016/j.nedt.2015.02.017
[30]  Hyerle, D. (2008). Visual Tools for Transforming Information into Knowledge. Chap. 2. Facilitating the Network Brain and the Patterning Mind (2nd ed.). Thousand Oaks, CA: Corwin Press.
[31]  Iwaoka, W. T, Li, Y., &Rhee, W. Y. (2010). Research in Food Science Education: Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries. Journal of Food Science Education, 9, 68-75.
http://dx.doi.org/10.1111/j.1541-4329.2010.00100.x
[32]  Keijsers, C. J. P. W., Custers, E. J. F. M., & Ten Cate, O. T. J. (2009). A New, Problem Oriented Medicine Curriculum in Utrecht: Less Basic Science Knowledge. Nederlands Tijdschrift voor Geneeskunde, 153, 1654-1659.
[33]  Kember, D. (2009). Promoting Student-Centered Forms of Learning across an Entire University. Higher Education, 58, 1-13.
http://dx.doi.org/10.1007/s10734-008-9177-6
[34]  Kilroy, D. A. (2004). Problem Based Learning. Emergency Medicine Journal, 21, 411-413.
http://dx.doi.org/10.1136/emj.2003.012435
[35]  Kosgeroglu, N. (2009). An Investigation on Nursing, Midwifery and Health Care Students Learning Motivation in Turkey. Nurse Education in Practice, 9, 331-339.
http://dx.doi.org/10.1016/j.nepr.2008.07.003
[36]  Labov, J. B., & Huddleston, N. F. (2008). Integrating Policy and Decision Making into Undergraduate Science Education. CBE: Life Sciences Education, 7, 347-352.
http://dx.doi.org/10.1187/cbe.08-09-0056
[37]  Lazic, E., Dujmovic, J., & Hren, D. (2006). Retention of Basic Science Knowledge at Clinical Years of Medical Curriculum. Croatian Medical Journal, 47, 882-887.
[38]  Magnani, L., &Nersessian, N. J. (Eds.) (2002). Model-Based Reasoning. Scientific Discovery, Technological Innovation, Values. New York: Kluwer Academic/Plenum Publishers.
[39]  McLellan, H. (Ed.) (1996). Situated Learning Perspectives. Englewood Cliffs, NJ: Educational Technology Publications.
[40]  Muller, D., & Kase, N. (2010). Challenging Traditional Premedical Requirements as Predictors of Success in Medical School: The Mount Sinai School of Medicine Humanities and Medicine Program. Academic Medicine, 85, 1378-1383.
http://dx.doi.org/10.1097/ACM.0b013e3181dbf22a
[41]  Norman, G. (2000). The Essential Role of Basic Science in Medical Education: The Perspective from Psychology. Clinical & Investigative Medicine, 23, 47-51.
[42]  Norman, G., & Schmidt, H. G. (2000). Effectiveness of Problem Based Learning Curricula: Theory, Practice and Paper Darts. Medical Education, 34, 721-728.
http://dx.doi.org/10.1046/j.1365-2923.2000.00749.x
[43]  Pangaro, L. (2010). The Role and Value of the Basic Sciences in Medical Education: The Perspective of Clinical Education—Students’ Progress from Understanding to Action. Medical Science Educator, 20, 307-313.
[44]  Pellegrino, E. D. (1993). The Metamorphosis of Medical Ethics: A 30 Years Retrospective. JAMA, 269, 1158-1162.
http://dx.doi.org/10.1001/jama.1993.03500090094039
[45]  Potter, V. R. (1988). Global Bioethics: Building on the Leopold Legacy. East Lansing, MI: Michigan State University Press.
[46]  Resnick, L. B. (2009). Nested Learning Systems for the Thinking Curriculum. Educational Researcher, 39, 183-197.
http://dx.doi.org/10.3102/0013189X10364671
[47]  Rodríguez, L. M., Marín, C., Moreno, S. M., &Rubano, M. C. (2007). Paulo Freire: Pedagogy from Latin America. Science, Teaching and Technology, 17, 129-171.
[48]  Rognstad, M. K., & Aasland, O. (2007). Change in Career Aspiration and Job Values from Study Time to Working Life. Journal of Nursing Management, 15, 424-432.
http://dx.doi.org/10.1111/j.1365-2834.2007.00655.x
[49]  Rowe, M. P., Gillespie, B. M., Harris, K. H., Koether, S. D., Shannon, L. J. Y., & Rose, L. A. (2015). Redesigning a General Education Science Course to Promote Critical Thinking. CBE: Life Sciences Education, 14, 1-12.
http://dx.doi.org/10.1187/cbe.15-02-0032
[50]  Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Acher, A., Fortus, D., Shwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a Learning Progression for Scientific Modeling: Making Scientific Modeling Accessible and Meaningful for Learners. Journal of Research in Science Teaching, 46, 632-654.
http://dx.doi.org/10.1002/tea.20311
[51]  Spencer, A. L., Brosenitsch, T., Levine, A. S., & Kanter, S. L. (2008). Back to the Basic Sciences: An Innovative Approach to Teaching Senior Medical Students How Best to Integrate Basic Science and Clinical Medicine. Academic Medicine, 83, 662-669.
http://dx.doi.org/10.1097/ACM.0b013e318178356b
[52]  Tarhan, L., & Ayyildiz, Y. (2015). The Views of Under-graduates about Problem-Based Learning Applications in a Biochemistry Course. Journal of Biological Education, 49, 116-126.
http://dx.doi.org/10.1080/00219266.2014.888364
[53]  Tysinger, J. W., Klonis, L. K., Sadler, J. Z., & Wagner, J. M. (1997). Teaching Ethics Using Small-Group, Problem-Based Learning. Journal of Medical Ethics, 23, 315-318.
http://dx.doi.org/10.1136/jme.23.5.315
[54]  Veatch, R. M., Haddad, A. M., & English, D. C. (2009). Case Studies in Biomedical Ethics: Decision-Making, Principles, and Cases. Oxford: Oxford University Press.
[55]  Weyrich, L. S., & Harvill, E. T. (2013). Teaching Ethical Aptitude to Graduate Student Researchers. Accountability in Research: Policies and Quality Assurance, 20, 5-12.
http://dx.doi.org/10.1080/08989621.2013.749742
[56]  Wilkerson, L., & Gijselaers, W. H. (1996). Concluding Comments. In L. Wilkerson, & W. H. Gijselaers (Eds.), Bringing Problem-Based Learning to Higher Education: Theory and Practice (pp. 101-104). San Francisco, CA: Jossey-Bass.
[57]  Wood, D. F. (2003). Problem Based Learning. BMJ, 326, 328-330.
http://dx.doi.org/10.1136/bmj.326.7384.328
[58]  Yasushi, K., Sachiko, H., Emiko,Y., Masashi, T., Akizumi, T., Akitaka, S. H., & Yoshiharu, A. (2013). Five Reasons for the Lack of Nursing Students’ Motivation to Learn Public Health. The Tohoku Journal of Experimental Medicine, 231, 179-186.

Full-Text

Contact Us

service@oalib.com

QQ:3279437679

WhatsApp +8615387084133