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The Use of Video Role Play for Teaching Therapeutic Communication Skills  [PDF]
Hong-Gu He,Sandra Mackey,Anthony O’Brien,Elaine Ng
International Journal of Caring Sciences , 2011,
Abstract: Background: Effective Communication is a fundamental skill for practice across health care settings and is a component ofundergraduate nursing programs around the world. Resource materials appropriate for the teaching of communication in an Asiancontext are lacking.Aim: The aim of this study was to evaluate the usefulness of a self-developed video using role play in facilitating teaching andlearning associated with therapeutic communication.Methods: Videos were produced which demonstrated the fundamental communication skills of listening, understanding,exploring and comforting/supporting, using role play. These were shown to Year 1 nursing students in tutorials over four weeks.Their usefulness was evaluated using a self-developed questionnaire. Among 74 questionnaires distributed at the end of thefourth tutorial, 72 were returned, with a 97% response rate.Results: Most students agreed that the video clips provided useful examples for role-playing the communication skills (89%),helped trigger them to perform role-playing (74%), were useful to improve understanding of different communication skills(93%) and helped them learn from other students’ role-playing performance (87%). Overall impression of using the videos in thetutorial teaching was very useful (27%) and useful (68%).Conclusions: Most students valued the videos developed purposely for teaching therapeutic communication and recommendedthat the videos be used in the future. Using video role plays facilitated the teaching and learning process and enhancedundergraduate nursing students’ understanding and application of communication skills. More video clips will be developed inthe future, with improved quality and with a broader range of health care communication scenarios demonstrated in order to beused more widely.
Teaching the Blind to Find Their Way by Playing Video Games  [PDF]
Lotfi B. Merabet, Erin C. Connors, Mark A. Halko, Jaime Sánchez
PLOS ONE , 2012, DOI: 10.1371/journal.pone.0044958
Abstract: Computer based video games are receiving great interest as a means to learn and acquire new skills. As a novel approach to teaching navigation skills in the blind, we have developed Audio-based Environment Simulator (AbES); a virtual reality environment set within the context of a video game metaphor. Despite the fact that participants were na?ve to the overall purpose of the software, we found that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building using audio based cues alone. This was confirmed by a series of behavioral performance tests designed to assess the transfer of acquired spatial information to a large-scale, real-world indoor navigation task. Furthermore, learning the spatial layout through a goal directed gaming strategy allowed for the mental manipulation of spatial information as evidenced by enhanced navigation performance when compared to an explicit route learning strategy. We conclude that the immersive and highly interactive nature of the software greatly engages the blind user to actively explore the virtual environment. This in turn generates an accurate sense of a large-scale three-dimensional space and facilitates the learning and transfer of navigation skills to the physical world.
The Integrative Nature of BE Teaching: Knowledge and Skills  [cached]
Tingting Guo,Wenzhong Zhu
Asian Social Science , 2009, DOI: 10.5539/ass.v5n11p72
Abstract: With the great development of the international trade and communication after China’s entry into the WTO, the demand for talents qualified in both English and business is increasing, so more universities or colleges have paid their attention to the fostering and cultivation of business talents. Starting with the status quo of the market need for BE (Business English) talents and the required knowledge and skills for them, this paper intends to explore effective BE teaching ways from the perspectives of teachers’ qualifications, course designs, teaching models and teaching methodologies.
Evaluating teaching effectiveness in nursing education:An Iranian perspective
Mahvash Salsali
BMC Medical Education , 2005, DOI: 10.1186/1472-6920-5-29
Abstract: An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents.While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced.Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators.The aims of nursing education principally center on the transmission of nursing knowledge, and assisting nursing students to acquire the necessary skills and attitudes associated with nursing practice. As with professional preparation generally, nursing education encompasses the three domains of learning, the cognitive, the affective, and the psychomotor. One way to enhance nursing education is to evaluate the effectiveness of teaching in nursing education programs. An interest in evaluating teaching effectiveness has increased over time and acceptance of the need to evaluate teaching has continued to grow. Defining what we m
B. Samrajya LAKSHMI,B. Venkateswara RAO
The Turkish Online Journal of Distance Education , 2013,
Abstract: In Andhra Pradesh, India, chemical experimenting in under graduate college labs by students is neglected because most of the intermediate (10+1 and 10+2) students concentrate on writing competitive exams like EAMCET (Engineering and Medical Common Entrance Test), IIT JEE (Indian Institute of Technology Joint Entrance Test), AIEEE (All India Engineering Entrance Examination), AFMS (Armed Forces Medical Services), AIMS (All India Institute of Medical Science). The students spend most of their time in preparing for competitive exams, practicing bits, and writing many model exams. Even Parents, staff, and management are also motivated and allow the students towards preparation for competitive exams because of the increase in number of engineering seats and demand of medical seats. Ultimately, the quality and quantity of students who join the B.Sc. (Bachelor of Science) has been decreasing day by day. Even after joining the B.Sc., the students are motivated towards immediate white collared job oriented courses like M.C.A (Master of Computer Applications) and M.B.A (Master Business Administration) and spending their time for preparing for competitive exams for those courses. Only a few students are interested to join Post graduation in chemistry and try to learn experimental skills in chemistry laboratory. However, the motivated students towards undergraduate chemistry will be demotivated towards it due to lack of fundamentals in chemistry (in 10+2 level), which are essential for better job market. Ultimately, the students are in confusion and neglect learning the skills in doing experiments in chemistry lab. The present paper focuses on the thorough quest of one such teacher who strives for his own professional development. He has developed his own method of guiding the students for their improvement of skills in doing experiments in lab. The teacher explored solutions to his problems or problems of students by sorting out the critical incidents from his own laboratory experiences, documented through regular journal writing. The teacher cum researcher guided the students to overcome the difficulties in Determination of melting point Determination of Boiling Point Test for Extra elements Ignition Test for Aliphatic/Aromatic/Carbohydrate/Amide and Test for Functional groups Quest, Professional development, Organic Practical class, Laboratory Experiences, Experimental Skills.
Research on Professional Teaching Skills Training of Teachers
Zhongji Tan,Yanbin Shi,Yanli Shi
Education Research Frontier , 2012,
Abstract: The teaching skills are basic ability of the teacher; in order to improve the teaching skill of the non-normal major teacher, a set of the training system and method are proposed. This paper analyzes some important characteristics of teaching skills; and more attention is concentrated on the basic skills such as “speaking, showing, writing, drawing and attitude”. And this paper is concerned with the analysis of the many training methods of the basic teaching skills. The main training ways such as sophisticated teaching for key points, demonstration for examples and so on are proposed. The experiments on some new teachers have been carried out using these methods, and the studies have shown that they are effective.
Competence and teaching skills: reflections on the concept and assessment  [PDF]
Isabel Guzmán Ibarra,Rigoberto Marín Uribe
Revista Electronica Interuniversitaria de Formación del Profesorado , 2011,
Abstract: This article discusses some concepts of competence, to identify their common elements that can be transferred to educational practices on competition. The intention is to establish levels of consistency among the components of the concept with educational practices and competitions. On this basis, we discuss some strategies for teaching skills to identify and propose strategies and tools that focus on authentic assessment to evaluate teaching skills.
Evaluating Apps for Learning and Teaching
Diana Renee D Jonas-Dwyer,Catherine Clark,Anthony Celenza,Zarrin S Siddiqui
International Journal of Emerging Technologies in Learning (iJET) , 2012, DOI: 10.3991/ijet.v7i1.1901
Abstract: A growing number of educators and students are adopting mobile devices and using applications (apps). There are often no formal guidelines to assist with evaluating apps. A review of the literature was conducted to determine relevant criteria that could be applied to evaluating apps. Relevant examples are included where appropriate. Evaluation criteria are offered to assist educators and students with determining the suitability of apps.
The Teaching Methodology of Arabic Speaking Skills: Learners’ Perspectives
Sueraya Che Haron
International Education Studies , 2013, DOI: 10.5539/ies.v6n2p55
Abstract: Teaching methodology plays an important role in transmitting knowledge and skills to learners. The effectiveness of both knowledge and skills depends greatly on the methodology used. This paper describes a study to investigate the learners’ perspectives on the teaching methodology used by the teachers at the Centre for Foundation Studies, International Islamic University Malaysia, to teach Arabic speaking skills. The data were collected using a focus group interview with 6 Arabic language learners at the centre. The findings show that the learners were dissatisfied with the teaching methodology as it emphasizes memorization. Instead they prefer a communicative approach where they can apply orally what they have learned, be corrected and improve.
Teaching and Assessing Teamwork Skills in Engineering and Computer Science
Robert W. Lingard
Journal of Systemics, Cybernetics and Informatics , 2010,
Abstract: To be successful in today's workplace, engineering and computer science students must possess high levels of teamwork skills. Unfortunately, most engineering programs provide little or no specific instruction in this area. This paper outlines an assessment-driven approach toward teaching teamwork skills. Working with the Industrial Advisory Board for the College, a set of performance criteria for teamwork was developed. This set of criteria was used to build an assessment instrument to measure the extent to which students are able to achieve the necessary skills. This set of criteria provides a clear basis for the development of an approach toward teaching teamwork skills. Furthermore, the results from the assessment can be used to adjust the teaching techniques to address the particular skills where students show some weaknesses. Although this effort is in the early stages, the approach seems promising and will be improved over time.
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