Award for Distinguished Professional Contributions to Independent Practice.

The purpose of this study is to analyze student progress after the frequent usage of a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Further, the study observes and analyzes the correlation between student progress in Lexia to progress report grades, report card grades, attendance, office referrals for poor behavior, the Fountas and Pinnell Benchmark Assessment System (BAS) scores, Kindergarten Readiness Assessment (KRA) language and social scores, and the Reading Inventory scores (RI).

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Systematic Review of Flipped Instruction in Undergraduate Chemistry Lectures (2007–2019): Facilitation, Independent Practice, Accountability, and Measure Type Matter

Journal of Chemical Education ◽

10.1021/acs.jchemed.0c01327 ◽

2021 ◽

Author(s):

Senetta F. Bancroft ◽

Mohammadreza Jalaeian ◽

Sandra Richy John

Keyword(s):

Systematic Review ◽

Independent Practice ◽

Flipped Instruction ◽

Undergraduate Chemistry

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Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

Clinics in Colon and Rectal Surgery ◽

10.1055/s-0040-1718683 ◽

2021 ◽

Vol 34 (03) ◽

pp. 155-162

Author(s):

Marisa Louridas ◽

Sandra de Montbrun

Keyword(s):

Minimally Invasive ◽

Technical Skill ◽

Assessment Tools ◽

Independent Practice ◽

Competency Based Education ◽

The Past ◽

Robotic Colorectal Surgery ◽

Competency Based ◽

Colorectal Surgeons ◽

Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

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