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82 results for “Methods of education”
Integrated pedagogical methods effectiveness in Physics' preliminary undergraduate education within the context of large size lectures.
<p>Three files relating the first round of analysis testing active methods for large size lectures. The Presentation including the research design, methods, main results in synthesis is available here: https://www.researchgate.net/project/Getting-started-with-Physics-preliminary-undergraduated-strategies/update/5a44cac6b53d2f0bba475104</p> <p>2- Dataset on Students' Learning Outcomes. Dataset adopted in the first experimental round. The dataset includes data used for the first type of analysis (learning outcomes) carried out for the ICEM2017 Conference presentation "Integrating MOOCs in Physics preliminary undergraduate education: beyond large size lectures". The data includes the results of the initial, baseline Test, the final Test, and two other variables that could be used to analyse covariance: Sex and Type of Group (Large/Small).</p> <p>3- Dataset on Students' Opinion. Dataset adopted in the first experimental round. The dataset includes data used for the second type of analysis (students' opinion) carried out for the ICEM2017 Conference presentation "Integrating MOOCs in Physics preliminary undergraduate education: beyond large size lectures". The data includes the results of a final questionnaire gathering the students opinion on the four types of pedagogical factors affecting their experience within a large size lecture: MOOCs, Active Learning, Self-Assessment tools, Tutors’ guidance.</p> <p>4- Codes and analysis adopted in the first experimental round. The Document includes two analysis carried on for the ICEM2017 Conference presentation "Integrating MOOCs in Physics preliminary undergraduate education: beyond large size lectures". These are: Test (measuring students' knowledge on the subject taught) and Students' Opinion/satisfaction on the several pedagogical methods adopted along the experimental intervention.</p>
TOPSIS method application on sustainability indicators of Higher Education Institutions of Brazilian municipalities
<p>TOPSIS method application on sustainability indicators of Higher Education Institutions of Brazilian municipalities</p>
Data from: Exploring the multi-level impacts of a youth-led comprehensive sexuality education model in Madagascar using human-centered design methods
<p>Comprehensive sexuality education (CSE) is recognized as a critical tool for addressing sexuality and reproductive health challenges among adolescents. However, little is known about the broader impacts of CSE on populations beyond adolescents, such as schools, families, and communities. This study explores multi-level impacts of an innovative CSE program in Madagascar, which employs young adult CSE educators to teach a three-year curriculum in government middle schools across the country. The two-phased study embraced a participatory approach and qualitative Human-centered Design (HCD) methods. In phase 1, 90 school principals and administrators representing 45 schools participated in HCD workshops, which were held in six regional cities. Phase 2 took place one year later, which included 50 principals from partner schools, and focused on expanding and validating findings from phase 1. From the perspective of school principals and administrators, the results indicate several areas in which CSE programming is having spill-over effects, beyond direct adolescent student sexuality knowledge and behaviors. In the case of this youth-led model in Madagascar, the program has impacted the lives of students (e.g., increased academic motivation and confidence), their parents (e.g., strengthened family relationships and increased parental involvement in schools), their<br>schools (e.g., increased perceived value of schools and teacher effectiveness), their communities (e.g., increased community connections), and impacted broader structural issues (e.g., improved equity and access to resources such as menstrual pads). While not all impacts of the CSE program were perceived as positive (e.g., students start experimenting with sex and love), the findings uncovered opportunities for targeting investments and refining CSE programming to maximize positive impacts at family, school, and community levels.</p>
Overview: GERMAN LANGUAGE OER FOR SOCIAL SCIENCE METHODS EDUCATION
<p>This document contains the corpus of identified OER as well as OER-like on social science research methods in the German language and the used codes to classify the identified resources. This document is provided for secondary use as well as expansion and revision.</p> <p>The collection and classification of the corresponding OER and OER-like was last updated in August 2021 and has to be discussed accordingly. OER and OER-like that were created later or were offline during data collection are not included.</p> <p>The codings provided are only covering content-based aspects and not feature e.g. like license framework or opportunity to comment and discuss.</p>
Childbirth Education Classes, Spousal Support, Birth Memory, Choice of the Birth Method, and Birth Satisfaction
ClinicalTrials.gov study NCT07072507. IPD Sharing: NO. Countries: 1. Publications: 2.
Data from: Exploring the multi-level impacts of a youth-led comprehensive sexuality education model in Madagascar using human-centered design methods
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Data from: Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis.
Objectives It remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence amongst medical students and residents. Design This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data sources Electronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes of articles identified by the search. Eligibility criteria Studies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents. Data extraction and synthesis Two reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis. Results In all studies, CAI was compared to face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, sub-analyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence. Conclusion CAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning. PROSPERO registration number CRD42017067054
Locally adapting generic rubrics for the implementation of outcome-based medical education: A mixed-methods approach
<p>Background</p> <p>Rubrics are frequently used to assess competencies in outcome-based education (OBE). The implementation of assessment systems using rubrics is usually realised through years of involvement in projects with various stakeholders. However, for countries or specialities new to OBE, faster and more simplified processes are required. In March 2019, Japan introduced nine competencies and generic rubrics of competencies for medical residents. We explored the local adaptation of these generic rubrics and its consequences for assessors.</p> <p>Results</p> <p>A locally adapted assessment system was developed and implemented in seven months. The scores of the generic rubrics and the adapted assessment tool completed by the supervising doctors showed good correlations in some items as opposed to others, assessed mainly with other tools. Participant interviews revealed that local adaptation decreased their cognitive load leading to consistent ratings, increased writing of comments, and promoting reflection on instruction.</p> <p>Conclusions</p> <p>This adaptation process is a feasible way to begin the implementation of OBE. Local adaptation has advantages over direct use of generic rubrics.</p>
Data for publication on the impact of two different nutrition education methods on the quality of life of children and adolescents with type 1 diabetes (randomized study)
<p>Data present changes in the quality of life 6 months after the educational intervention applied in the group of children and adolescents with type 1 diabetes.</p>
Database of research methods in the educational field. Bibliometric analysis: comparative study between Scopus and WoS
<p>Data package on research methods in the educational field in the Web of Science and Scopus databases between 2000 and 2023</p>
Overcoming Challenges in DevOps Education through Teaching Methods
<p>DevOps is a set of practices that deals with coordination between development and operation teams and ensures rapid and reliable new software releases that are essential in industry. DevOps education assumes the vital task of preparing new professionals in these practices using appropriate teaching methods. However, there are insufficient studies investigating teaching methods in DevOps. We performed an analysis based on interviews to identify teaching methods and their relationship with educational challenges. Our findings show that <strong>project-based learning</strong> and <strong>collaborative learning</strong> are emerging as the most relevant teaching methods.</p>
Investigation of the Effect of Sexuality-Based Family Planning Education Given to Women Via Podcast on Contraceptive Method Selection and Sexual Life Quality
ClinicalTrials.gov study NCT06330428. IPD Sharing: NO. Countries: 1. Publications: 3.
Comparing Different Methods of Patient Education on Preeclampsia
ClinicalTrials.gov study NCT02765906. IPD Sharing: NO. Countries: 1. Publications: 11.
The Effects of Documentary and Psychiatric Interviewing Methods in Psychiatric Nursing Education
ClinicalTrials.gov study NCT06808893. IPD Sharing: NO. Countries: 1. Publications: 13.
Methods in Education for Breast Cancer Genetics
ClinicalTrials.gov study NCT00001806. IPD Sharing: Not stated. Countries: 1. Publications: 3.
Education With Hybrid Simulation Method in Patients Administering Subcutaneous Biological Drugs
ClinicalTrials.gov study NCT06228716. IPD Sharing: NO. Countries: 1. Publications: 3.
Case Method Education on COPD to General Practitioners
ClinicalTrials.gov study NCT02213809. IPD Sharing: Not stated. Countries: 1. Publications: 3.
Enhancing Clinical Judgment Competence in Nursing Education: A Mixed-Methods Study in the Philippines
ClinicalTrials.gov study NCT06646068. IPD Sharing: YES. Countries: 1. Publications: 1.
The Effect of Patient Education Given by Teach-Back Method on Managing Chemotherapy Symptoms
ClinicalTrials.gov study NCT05825287. IPD Sharing: NO. Countries: 1. Publications: 1.
Evaluation of Children's Oral Health Education With Different Education Methods
ClinicalTrials.gov study NCT06569745. IPD Sharing: YES. Countries: 1. Publications: 1.
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