scholarly journals Focus group and teaching-learning process in nursing: a systematic review of the literature

2014 ◽  
Vol 11 (1) ◽  
pp. 11-21
Author(s):  
João José Rolo Longo ◽  
Maria João Soares Rodrigues de Sousa Fernandes
Keyword(s):  
Systematic Review ◽  
Focus Group ◽  
Learning Process ◽  
Review Of The Literature ◽  
Teaching Learning

scholarly journals Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

2016 ◽  
Author(s):  
Susana Vaz Oliveira ◽  
Maria Alves ◽  
António Costa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Formative Assessment ◽  
Learning Process ◽  
Meaningful Learning ◽  
Education Institution ◽  
Formative Assessments ◽  
Effective Feedback ◽  
Assessment Strategy ◽  
Teaching Learning

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.

scholarly journals Models of Instructional Design in Gamification: A Systematic Review of the Literature

2022 ◽  
Vol 12 (1) ◽  
pp. 44
Author(s):  
Alberto González-Fernández ◽  
Francisco-Ignacio Revuelta-Domínguez ◽  
María Rosa Fernández-Sánchez
Keyword(s):  
Systematic Review ◽  
Instructional Design ◽  
Teacher Training ◽  
Personal Development ◽  
Methodological Principle ◽  
Review Of The Literature ◽  
Scientific Publications ◽  
Design Models ◽  
Teaching Learning

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience.

scholarly journals Analysis of the Perception of Interns, Residents, and Preceptors through the Mini-CEX Evaluation Method (Mini-Clinical Evaluation Exercise)

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Mayra Costa Baltazar Marinho ◽  
Euton Freitas de Castro Júnior ◽  
Gerhard da Paz Lauterbach ◽  
Maria do Patrocínio Tenório Nunes ◽  
Kristopherson Lustosa Augusto
Keyword(s):  
Focus Group ◽  
Undergraduate Students ◽  
Clinical Reasoning ◽  
Learning Process ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Knowledge Retention ◽  
The Face ◽  
Teaching Learning

Abstract: Introduction: Mini-CEX is an evaluation method that covers the domains: anamnesis, physical examination, counseling, clinical judgment, organization, and professionalism. It has been tested and validated for use in any practice scenario. With its characteristic of providing feedback after a clinical assessment, the Mini-CEX can also be used as a training method to guide the professional development of students and teachers, promoting greater knowledge retention in undergraduate students and continuously providing information for students to realize how far they are from the desired objectives. The aim of this study was to assess the perception of interns, residents, and preceptors of Internal Medicine (IM) regarding the Mini-CEX instrument. Methods: Qualitative study, using the focus group technique, carried out from February to July 2017. Twenty interns, thirteen residents, and five IM preceptors participated. It consisted of six focus groups, two with interns, two with residents, and two with preceptors, using semi-structured questions that identified perceptions, through the methodology used, on the quality of the evaluation and possible repercussions for the teaching-learning process. Results: In the focus group of interns, the feedback moment of the assessment was considered essential for the learning process, although the bedside assessment was tense due to the preceptor’s presence. The residents reported that the evaluation was a valid one, as it led them to review some points in the medical literature, in addition to stimulating clinical reasoning in the face of a real situation. The preceptors validated the importance of the feedback for those who were evaluated and identified the bedside assessment as a moment for the best analysis of the individualities. Conclusion: Through the perceptions of the groups in focus, the mini-CEX was identified as a fundamental instrument for the teaching and learning process of all those involved and the need to structure the moment of feedback aiming to attain a more effective result. During the bedside assessment, the stimulus to clinical reasoning was identified as a positive point and the strangeness, anxiety, and tension as negative points.

scholarly journals Using Sequential Two-Part Focus Groups As A Supplemental Instrument For Student Course Evaluations

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Robert E. Pritchard ◽  
Gregory C. Potter ◽  
Michael S. Saccucci
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Learning Process ◽  
Course Evaluations ◽  
Group Program ◽  
Quality Of Instruction ◽  
Overall Evaluation ◽  
Teaching Learning ◽  
Primary Instrument

This paper describes the use of a sequential two-part focus group program designed to be a supplemental instrument for eliciting student suggestions to improve the teaching/learning process.   The sequential two-part focus group program provides students with two opportunities to provide feedback and have that feedback both noted and mirrored back to them. Many of the student comments and suggestions elicited during the focus group sessions were positive and constructive.  Moreover, use of the sequential two-part focus group program resulted in statistically significant improvement in student evaluations in all but one of the seven major sections of the Educational Testing Service’s SIR II, the primary instrument utilized to obtain the student course evaluations.  The “Overall Evaluation” of the course, wherein students are asked to, “Rate the quality of instruction in this course as it contributed to your learning,” improved most significantly. 

scholarly journals Motivating Instruction in University Continuing Education: A Fresh Look at the Key Principles

2013 ◽  
Vol 27 (1) ◽  
Author(s):  
Edwin G. Ralph
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
Learning Process ◽  
Effective Instruction ◽  
Review Of The Literature ◽  
Practical Applications ◽  
University Continuing Education ◽  
Teaching Learning

This article revisits the critically important issue of how to motivate adults to learn. From a review of the literature on effective instruction, the author synthesizes five comprehensive principles that exemplary facilitators of adult learning typically apply in their sessions, courses, and programs to create and/or sustain learner interest. The article includes some practical applications of these principles for instructors, programmers, and others who wish to enhance the teaching/learning process in adult education.

scholarly journals Metodologias de ensino na preceptoria de residência multiprofissional: estudo descritivo-exploratório

2016 ◽  
Vol 15 ◽  
pp. 571
Author(s):  
Núbia Maria Lima de Sousa ◽  
Ana Cristina Pinheiro Fernandes de Araújo ◽  
Samara Isabela Maia de Oliveira ◽  
Nilba Lima de Sousa ◽  
Izaura Luzia Silvério Freire ◽  
...  
Keyword(s):  
Content Analysis ◽  
Focus Group ◽  
Data Collection ◽  
Learning Process ◽  
Exploratory Study ◽  
Relevant Literature ◽  
Free Association ◽  
Improvement Strategies ◽  
Teaching Learning

Aim:  to  identify,  analyze  and  classify  the  metodologies  used  by preceptors  in  the  teaching-learning  process  of  multiprofissional  residents.  Method:  a descriptive-exploratory   study  that   will  involve   the   preceptors of  multirpofissional residency in health of a maternity school of Natal, RN, Brazil. The data collection will be carried  out  from  September  2016  to  February  2017,  through  a  technique  of  free association  of  words,  using  the  following  inducing  stimuli:  methodology,  traditional methodology and active methodology, and by focus group from a guiding question. The lexicographic  analisis  carried  out  by  the  EVOC  (Ensemble  de  Programmes  Permettant L’A nalyse des E vocations) software and by the content analysis proposed by B ardin will be  used. The  validations  of categories  will  be carried  out  by  three  external  judges  and supported in  the  relevant  literature.  Expected results:  provide  subsidies  for  elaborating improvement strategies for teaching-learning between preceptors and students.

scholarly journals A Systematic Review of Augmented Reality in Health Sciences: A Guide to Decision-Making in Higher Education

2021 ◽  
Vol 18 (8) ◽  
pp. 4262
Author(s):  
Carlos Rodríguez-Abad ◽  
Josefa-del-Carmen Fernández-de-la-Iglesia ◽  
Alba-Elena Martínez-Santos ◽  
Raquel Rodríguez-González
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Augmented Reality ◽  
Learning Process ◽  
Three Dimensional ◽  
Health Sciences ◽  
Original Research ◽  
Measurement Instruments ◽  
Technological Tool ◽  
Teaching Learning

The objective of this study was to investigate the usability of the augmented reality (AR) in higher education in the area of health sciences to describe what type of interventions have been developed, their impact on various psychopedagogical aspects of the students as well as the main advantages, disadvantages and challenges in incorporating AR in the teaching-learning process. A systematic review was carried out in the CINAHL, PsycINFO, MEDLINE, Web of Science databases and the Google Scholar search engine. The search was limited to original research articles written in English, Spanish or Portuguese since 2014. The quality of the selected articles (n = 19) was assessed using the Mixed Methods Appraisal Tool (MMAT). The applications and electronic devices used and the measurement instruments used were described. The use of AR made it easier for students to acquire skills, especially in courses with a high component of three-dimensional visualization, and positively influenced various aspects of the learning process such as motivation, satisfaction or autonomous learning. As an educational technological tool applied to higher education in health sciences, AR improves the teaching-learning process by influencing it in a multidimensional way.

scholarly journals Análise das Percepções de Internos, Residentes e Preceptores por meio do Método de Avaliação Mini-CEX (Mini-Clinical Evaluation Exercise)

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Mayra Costa Baltazar Marinho ◽  
Euton Freitas de Castro Júnior ◽  
Gerhard da Paz Lauterbach ◽  
Maria do Patrocínio Tenório Nunes ◽  
Kristopherson Lustosa Augusto
Keyword(s):  
Focus Group ◽  
Undergraduate Students ◽  
Clinical Reasoning ◽  
Learning Process ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Knowledge Retention ◽  
The Face ◽  
Teaching Learning

Abstract: Introduction: Mini-CEX is an evaluation method that covers the domains: anamnesis, physical examination, counseling, clinical judgment, organization, and professionalism. It has been tested and validated for use in any practice scenario. With its characteristic of providing feedback after a clinical assessment, the Mini-CEX can also be used as a training method to guide the professional development of students and teachers, promoting greater knowledge retention in undergraduate students and continuously providing information for students to realize how far they are from the desired objectives. The aim of this study was to assess the perception of interns, residents, and preceptors of Internal Medicine (IM) regarding the Mini-CEX instrument. Methods: Qualitative study, using the focus group technique, carried out from February to July 2017. Twenty interns, thirteen residents, and five IM preceptors participated. It consisted of six focus groups, two with interns, two with residents, and two with preceptors, using semi-structured questions that identified perceptions, through the methodology used, on the quality of the evaluation and possible repercussions for the teaching-learning process. Results: In the focus group of interns, the feedback moment of the assessment was considered essential for the learning process, although the bedside assessment was tense due to the preceptor’s presence. The residents reported that the evaluation was a valid one, as it led them to review some points in the medical literature, in addition to stimulating clinical reasoning in the face of a real situation. The preceptors validated the importance of the feedback for those who were evaluated and identified the bedside assessment as a moment for the best analysis of the individualities. Conclusion: Through the perceptions of the groups in focus, the mini-CEX was identified as a fundamental instrument for the teaching and learning process of all those involved and the need to structure the moment of feedback aiming to attain a more effective result. During the bedside assessment, the stimulus to clinical reasoning was identified as a positive point and the strangeness, anxiety, and tension as negative points.

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

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