scholarly journals Coalescing the Chemical Education Community

1996 ◽  
Vol 73 (9) ◽  
pp. A185
Author(s):  
John W. Moore
Keyword(s):  
Chemical Education ◽  
Education Community

Reconsidering learning difficulties and misconceptions in chemistry: emergence in chemistry and its implications for chemical education

2016 ◽  
Vol 17 (2) ◽  
pp. 229-245 ◽  
Author(s):  
Halil Tümay
Keyword(s):  
Teaching Practices ◽  
Chemistry Education ◽  
Critical Role ◽  
Chemical Education ◽  
Learning Difficulties ◽  
Chemical Properties ◽  
Analysis Framework ◽  
Interpretive Analysis ◽  
Education Community ◽  
Specific Learning

Identifying students' misconceptions and learning difficulties and finding effective ways of addressing them has been one of the major concerns in chemistry education. However, the chemistry education community has paid little attention to determining discipline-specific aspects of chemistry that can lead to learning difficulties and misconceptions. In this article, it is argued that emergence plays a critical role in the epistemology and the ontology of chemistry and hence it should be taken into account for understanding learning difficulties and finding ways of addressing them in chemistry. It is particularly argued that one of the fundamental sources of learning difficulties and chemical misconceptions is learners' failure to understand the emergent nature of chemical entities, their properties, and interactions. In this article, an interpretive analysis framework is suggested for identifying specific learning demands and the sources of learners' misconceptions about the emergent chemical properties and phenomena. Findings from previous research on learners' misconceptions regarding emergent chemical properties are reanalyzed and interpreted through this framework. Inadequacies of typical teaching practices and their consequences are discussed from an emergentist perspective. Finally, implications of the emergentist perspective for more meaningful chemical education are discussed.

NATURAL SCIENTISTS AND RUSSIAN SCIENTIFIC FILMMAKING IN THE PRE-REVOLUTIONARY PERIOD (SCIENCE DIVISION OF THE A.A. KHANZHONKOV COMPANY)

2020 ◽  
Vol 42 (3) ◽  
pp. 355-368
Author(s):  
YEVGENIY ALEKSANDROV
Keyword(s):  
Information Transfer ◽  
Delayed Reaction ◽  
Russian Scientific ◽  
Physical Problems ◽  
Education Community ◽  
Future System ◽  
The Future ◽  
The Spectator ◽  
Revolutionary Period

The aim of the article is to recall the fi steps of comprehension by the scientific community of possibilities of a newly born means of the reality reflection. The means was initially oriented for obtaining reliable information and supposing a delayed reaction of the spectator in the process of communication. Recollection and understanding become more important under the distance education condition. Pre-revolutionary Russia lived anticipating changes, and the filmmaking was considered by the society as one of those progressive phenomena evidencing the coming of a new age. The scientists’ activity during the development of scientific fi in pre-revolutionary Russia was long hushed up and wasn’t considered as forming a basis for the future system of educational audio-visual communication. In this process there participated striking, creative personalities, mostly belonged to the community of Imperial Moscow University, which activity was during the age of changes. The significant contribution of pleiad of eminent scientists’ activity to the new direction formation was a reason to unify in one paper both their whole professional life data and information about their time-limited period of scientific fi In the future a more profound study of their achievements are considered to be promising. In the introduction the anterior period of the Russian fi appearance, where the scientific and education community of Russia was exploring the possibilities of a new means of information transfer for education purposes, is considered. Two main units are dedicated to the role of scientists in the development of scientific filmmaking for research and popularization of biomedical and physical problems.

Report from the 11th Biennial Conference on Chemical Education

1991 ◽  
Vol 68 (9) ◽  
pp. 715 ◽  
Author(s):  
E. K. Mellon ◽  
E. J. Pulliam ◽  
T. G. Berger B.
Keyword(s):  
Chemical Education ◽  
Biennial Conference

scholarly journals Telemedicine Training in the COVID Era: Revamping a Routine OSCE to Prepare Medicine Residents for Virtual Care

2021 ◽  
Vol 8 ◽  
pp. 238212052110240
Author(s):  
Davis Boardman ◽  
Jeffrey A Wilhite ◽  
Jennifer Adams ◽  
Daniel Sartori ◽  
Richard Greene ◽  
...  
Keyword(s):  
Patient Education ◽  
Learning Experience ◽  
Patient Activation ◽  
Rapid Onset ◽  
Routine Care ◽  
Information Gathering ◽  
Small Subset ◽  
Virtual Care ◽  
Education Community ◽  
Outpatient Practice

Background: During the rapid onset of the pandemic, clinicians transitioned from traditional outpatient practice to virtual modalities for providing routine care to patient panels. Like training programs nationwide, telemedicine training and assessment had not been systematically incorporated into our residency. In response, a scheduled Internal Medicine (IM) Objective Structured Clinical Examination (OSCE) was adapted to a remote modality to become virtual care-focused learning experience for trainees and to provide valuable feedback to educators. Methods: Standardized Patients (SPs) rated residents on their communication (including information gathering, relationship development and patient education), patient activation and satisfaction, and telemedicine skills. Analyses included a comparison of domain scores for residents who participated in both the 2020 remote and 2019 in-person OSCEs, and a review of written resident comments about the virtual OSCE. Results: During 2020’s video visit OSCE (VOSCE), residents (n = 23) excelled at nonverbal communication but struggled with virtual physical exams and information gathering. In debrief, residents expressed substantial interest in more opportunity to practice virtual visit skills going forward. In comparing scores of the virtual care (2020) OSCE with the in-person (2019) version, the small subset of residents who participated in both assessments (n = 9) performed similarly on communication skills, patient satisfaction and activation. Patient education scores were significantly lower during the virtual care OSCE ( P = .008). Conclusion: Our reformulated OSCE accomplished 3 goals including; (1) physically distancing residents from SPs per COVID regulations, (2) providing residents with the opportunity to practice critical virtual visit skills, and (3) alerting our educators to curricular improvement areas. Our methods are useful for other institutions and have applications to the larger medical education community.

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