P013 IBD 101: AN INTRODUCTORY COURSE FOR FIRST YEAR GASTROENTEROLOGY FELLOWS

2020 ◽  
Vol 26 (Supplement_1) ◽  
pp. S50-S51
Author(s):  
Sarah Lopatin ◽  
Sunanda Kane ◽  
Simon Hong ◽  
David Hudesman ◽  
David Rubin ◽  
...  
Keyword(s):  
Substantial Improvement ◽  
Response To Therapy ◽  
First Year ◽  
Educational Impact ◽  
Course Content ◽  
Training Directors ◽  
Introductory Course ◽  
Key Concepts ◽  
Strongly Agree ◽  
Expert Faculty

Abstract Introduction Inflammatory bowel disease (IBD) management is changing at a rapid rate, with the emergence of multiple new therapies and evolving care goals. In addition, the quality and quantity of IBD fellowship education is highly variable, based on patient populations and institutional expertise. Therefore, it is crucial to develop improved ways to educate our trainees. Here, we describe an educational initiative designed to familiarize first year gastroenterology (GI) fellows to key concepts in the management of IBD. Methods IBD 101 is a one-day course designed to introduce first-year GI fellows to various clinical topics relevant to the management of IBD. The program was held on September 14, 2019. Fellows from U.S. allopathic GI training programs were selected by their training directors for participation. The course included small group didactic sessions led by expert faculty members and group observed structured clinical examinations (OSCEs), in which fellows observed encounters between expert faculty and standardized patients followed immediately by debrief sessions to reinforce key concepts. The topics included need for surgery in IBD, pregnancy and IBD, escalation of care for acute severe UC, initiating biologic therapy, treatment of mild-moderate IBD, treatment of moderate-severe IBD and managing loss of response to therapy. A review of supplemental opportunities for education in IBD was presented at the conclusion of the course. Pre- and post-course surveys using Likert scoring (1=“strongly disagree” through 4=“strongly agree”) were administered to assess baseline knowledge and educational impact of the course on each addressed topic. Results 55 fellows from 32 programs participated. 49/55 (89%) completed pre- and post-course surveys to assess the educational impact of the program on the didactic sessions and on the group OSCE format. 100% of fellows felt that the course content was appropriate for their scope of clinical practice. Substantial improvement in comfort with all addressed clinical topics was noted (figure 1). In the post-course survey, all fellows reported an improved ability to manage and treat patients with IBD. Comparing career interest in IBD, more participants expressed interest in pursuing a career in IBD after participating (pre: 63% vs post: 75%). 96% of attendees stated that they would strongly recommend this course to future GI fellows. Conclusions This single day course for first-year GI trainees was effective and well-received, and offers a novel intervention to address the challenges of IBD education and training. Follow-up of this cohort of trainees and expansion for next year is planned.

Mentorship program in a tertiary care private medical college of Eastern India: evaluation, appraisal and recommendations (Preprint)

2021 ◽  
Author(s):  
Dipmala Das ◽  
Asitava Deb Roy ◽  
Alka Rawekar
Keyword(s):  
Analytical Study ◽  
Tertiary Care ◽  
First Year ◽  
Eastern India ◽  
Mentorship Program ◽  
Medical College ◽  
Validated Questionnaire ◽  
Mentorship Programs ◽  
One Year ◽  
Strongly Agree

BACKGROUND Mentorship programs are becoming increasingly common in undergraduate medical education all over the world. However, very few medical colleges are running mentorship programs in India. A mentorship program was introduced in our college for the first year MBBS students to help them cope up with the stress of the new environment. OBJECTIVE The aim of this study is to evaluate the mentorship program with regard to its efficacy, utility, limitation and potential for improvement after successful completion of one year of the program. METHODS It was an observational analytical study including 143 mentees and 15 mentors conducted in a tertiary care teaching hospital for five months from November 2019 to March 2020. Two sessions of FGD were carried out involving 7 students in each session. One session of FGD was conducted involving 7 mentors. The feedback was collected with a pre validated questionnaire containing 10 questions (8 close ended and 2 open ended). Feedback of closed ended questions were obtained by using a 5-point Likert scale (1 to 5) where 5 indicated ‘Strongly Agree’ and 1 indicated ‘Strongly Disagree’ RESULTS Most of the mentees (86.7%) and mentors (66.7%) mentioned that mentorship program is necessary for the welfare of the students. However, it was also noted that better communication and frequent meetings can improve the outcome of the program. CONCLUSIONS Mentorship program is deemed essential, however, a well-structured framework and dedicated time from both mentors and mentees will make the program more successful. This type of feedback evaluation is however important to validate such program.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals Listening to and Crafting Stories: Cultivating Activism in Online Doctoral Students

2021 ◽  
Vol 6 (1) ◽  
pp. 33-36
Author(s):  
Carey Borkoski ◽  
Brianne Roos
Keyword(s):  
Doctoral Students ◽  
Mixed Methods Research ◽  
Relevant Literature ◽  
First Year ◽  
Multiple Perspectives ◽  
Course Content ◽  
Research Paradigms ◽  
Agents Of Change ◽  
Free Language ◽  
Analyze Data

The Johns Hopkins online EdD program prepares students as scholar-practitioners who become leaders and agents of change across educational contexts.  Advocating for equity and social justice requires our students to not only immerse themselves in the relevant literature and learn the traditional skills of applied research but to master the art of communication through a sort of storytelling. Storytelling, in this sense, represents a means to gather and analyze data and understand and integrate diverse perspectives to engage and persuade relevant stakeholders (Moezzi, Janda, & Rotmann, 2017). The Hopkins first-year EdD programming and coursework emphasize the use of deficit-free language to understand people and problems, consideration of diverse perspectives and structuring inquiry with a systems-approaches to explore contextual problems using a mixed methods research paradigms.  Together, the program's approach to student learning and practice-oriented courses and dissertation research contribute to training scholar-practitioners as activists who ask relevant questions, draw on multiple perspectives to craft potential solutions, adapt to a variety of contexts and circumstances, engage with diverse stakeholders, reflect on their own assumptions, and admit to and learn from mistakes throughout the process. Through a detailed accounting and examination of the JHU onboarding features and processes, particular course content and assignments, as well as the interplay of these elements, this paper will demonstrate how attending to language, perspective taking, context, and research inquiry support the development of scholar-activists.

scholarly journals Investigating Musicians’ Mindfulness through a Phenomenological Matrix

2019 ◽  
Author(s):  
Frank Diaz ◽  
Jason Silveira ◽  
Katherine Strand
Keyword(s):  
Music Education ◽  
Personal Growth ◽  
Cognitive Outcomes ◽  
First Year ◽  
First Year College ◽  
Introductory Course ◽  
The Matrix ◽  
College Music ◽  
Neurophysiological Mechanisms ◽  
Almost All

We investigated the efficacy of a phenomenological matrix of mindfulness as a framework for examining expectations, formal meditation experiences, and appraisals of first-year college music students (N = 18) who participated in a 5-day mindfulness module offered through an introductory course in music education. Participants expressed hopes that meditation would help them manage stress and anxiety, improve their focus and relationships, and support their personal growth and motivation. With respect to lived experiences of formal meditation, we found that without explicit prompting, approximately 86% percent of coded phrases reflected dimensions of experience that could be mapped within the matrix, suggesting its efficacy for coding. Furthermore, almost all participants attributed mindfulness to improving their general wellness, with dereification, breathing, and non-aversive affect frequently mentioned as key factors leading to these improvements. Additionally, consistent with the neurophenomenological aims of the matrix, we list cognitive outcomes and neurophysiological mechanisms potentially attributable to the nature of selected appraisal statements by participants.

Early Detection of Final Performance in an Introductory Course in General Psychology

1974 ◽  
Vol 35 (1) ◽  
pp. 620-622 ◽  
Author(s):  
Robert R. Zimmermann ◽  
Larry Wise ◽  
Olin W. Smith
Keyword(s):  
College Courses ◽  
Act Scores ◽  
Specific Test ◽  
Specific Content ◽  
Course Content ◽  
General Ability ◽  
Introductory Course ◽  
Ability Tests ◽  
Final Grades ◽  
Psychology Course

Final grades in an introductory psychology course were found to correlate significantly with a test representative of course content and ACT scores. Contrary to traditional predictions, the content specific test was not superior to the general abilities test in the prediction of final grades. Course content tests taken during the first three weeks of the academic quarter correlated .85 with course content tests taken during the last 3 wk. of the academic quarter. Both general ability tests and specific content tests given early in the academic year could be used to assign students to course programs that might provide the special assistance some students require to cope with traditional large lecture college courses.

Identifying the Context of the Presentation

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
Graduate Students ◽  
Summer School ◽  
The Other ◽  
Standard Approach ◽  
First Year ◽  
Introductory Course ◽  
The Subject ◽  
Postdoctoral Researchers ◽  
Insight Into ◽  
Social Programme

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

How Students in a First-Year Composition Course Respond to the Flipped Classroom

2016 ◽  
pp. 1405-1425
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

scholarly journals Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College

2017 ◽  
Vol 16 (1) ◽  
pp. 19-23
Author(s):  
Manoj Sharma ◽  
Kumud Kumar Kafle
Keyword(s):  
Nursing Students ◽  
Nursing Programs ◽  
P Value ◽  
First Year ◽  
Teaching Methodology ◽  
Chi Square ◽  
Course Content ◽  
Bachelor Of Science ◽  
Chi Square Test ◽  
Academic Year

Introduction: Pharmacology is one of the basic science subjects included in graduate nursing programs (B. Sc Nursing and Bachelor of Science in Nursing) under Tribhuvan University. Both these programs are being run at our institute. This article describes the evaluation of pharmacology course and teaching methodology at our institute by B. Sc Nursing (B. Sc) and Bachelor of Science in Nursing (BNS) students and also compares students’ views between these two nursing programs to facilitate pedagogical learning. Methods: At the end of the course of 2071-2072 BS academic year of first year nursing students of B. Sc and BNS programs, a structured teaching evaluation questionnaire was designed to obtain students’ view on pharmacology curriculum and lectures. Yates corrected Chi square test was applied whenever necessary and p value considered significant at less than or equal to 0.05.Results: Only 37% B. Sc and 60% BNS students responded that the lecture content was in accordance with the curriculum. Only 52% BNS and 97% B. Sc students found the course content to be relevant and useful. 68% BNS students responded that they have felt a lot improvement in their understanding of pharmacology subject as compared to just 23% of B. Sc students. Majority of the students preferred the LCD mode of presentation.Conclusion: There were minor differences found between opinions of two sets of students. Major need for improvement areas suggested in curriculum were course content not being clear and the objectives being ill defined. Similarly, in relation to facilitator, they have recommended to improve voice clarity.

scholarly journals PSIV-B-32 Late-Breaking: Consistency of industry related terminology utilized in assessment questions across instructors of an introductory animal science course

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 324-325
Author(s):  
Kirstin M Burnett ◽  
Leslie Frenzel ◽  
Wesley S Ramsey ◽  
Kathrin Dunlap
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Large Scale ◽  
Faculty Members ◽  
Introductory Courses ◽  
Animal Science ◽  
Course Content ◽  
Introductory Course ◽  
Significant Difference ◽  
Assessment Questions

Abstract The consistency of instruction between various sections of introductory courses is a concern in higher education, along with properly preparing students to enter careers in industry. The study was conducted at Texas A&M University, using an introductory course, General Animal Science, within the Department of Animal Science. This course was chosen due to the utilization of specific animal science industry related terminology within the course content in support of learning outcomes. The study was a quantitative nonexperimental research method that was conducted over a single semester in 2018. General Animal Science is a large-scale course that contains multiple sections, and this study evaluated assessments created by individual faculty members who instructed different sections, Section A and Section B. These sections were selected as they were composed of both animal science majors and non-majors. Section A had a significantly higher (P < 0.001) number of majors versus non-majors than Section B. Assessment questions were collected from all examinations and quizzes distributed throughout the semester and were compiled into a single document for coding. These specific terms were chosen from literature to provide a benchmark for a potential relationship between student performance on questions containing industry related terminology as opposed to those that do not. Comparing the use of specific industry coded terminology in assessment questions yielded no significant difference (P < 0.05) between the two instructors or sections. These findings demonstrate consistent use of benchmarked industry related terminology in assessment questions across multiple sections, irrespective of individual instructor or student major. This provides a necessary foundation for future analysis of student performance.

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