An advanced teaching certificate program for postgraduate year 2 residents

2011 ◽  
Vol 68 (23) ◽  
pp. 2284-2286 ◽  
Author(s):  
Melissa S. Medina ◽  
Holly R. Herring
Keyword(s):  
Certificate Program ◽  
Advanced Teaching

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

Advanced teaching method for learning power system operation based on load flow simulations

2021 ◽  
Author(s):  
Andrés Honrubia‐Escribano ◽  
Raquel Villena‐Ruiz ◽  
Estefanía Artigao ◽  
Emilio Gómez‐Lázaro ◽  
Ana Morales
Keyword(s):  
Power System ◽  
Teaching Method ◽  
Load Flow ◽  
System Operation ◽  
Power System Operation ◽  
Flow Simulations ◽  
Advanced Teaching

Impact of a Diabetes Certificate Program on Pharmacists' Diabetes Care Activities

2003 ◽  
Vol 67 (4) ◽  
pp. 116 ◽  
Author(s):  
Kimberly S. Plake ◽  
Renae J. Chesnut ◽  
Sarah Biebighauser
Keyword(s):  
Diabetes Care ◽  
Certificate Program

scholarly journals Qualitative Analysis of Written Reflections during a Teaching Certificate Program

2016 ◽  
Vol 80 (1) ◽  
pp. 10 ◽  
Author(s):  
Ashley N. Castleberry ◽  
Nalin Payakachat ◽  
Sarah Ashby ◽  
Amanda Nolen ◽  
Martha Carle ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Certificate Program

scholarly journals Investigation of Teacher Candidates' Opinions about Instructional Technologies and Material Usage

2017 ◽  
Vol 5 (5) ◽  
pp. 204
Author(s):  
Hanife Gülhan Orhan-Karsak
Keyword(s):  
Qualitative Research ◽  
Instructional Technology ◽  
Teacher Candidates ◽  
Material Design ◽  
Instructional Technologies ◽  
Certificate Program ◽  
Material Usage ◽  
Mind Maps ◽  
Practical Instruction ◽  
Pre Service Teacher

The purpose of this study is to determine the awareness of teacher candidates about instructional technologies and materials and the ways of giving place in instruction by integrating them with different activities, to reveal opinions about their usage. Seventeen female and eight male, in total twenty five participants are sampling. The ages of the participants within the group heterogeneous between twenty two and thirty five.According to the purpose, the opinions of the teachers candidates who have been taken ‘Instructional Technology and Material Design’ lesson in the ‘Pedagogical Formation Training Certificate Program’ which is a pre-service teacher training program and have been practiced learning outputs of this lesson in other practical instruction lessons and in their lectures in the teaching internship school, were taken by writing. In this context the study is designed as a qualitative research. The findings are presented in thematically coded and supported by mind maps as visuals.It has been seen that teacher candidates are focused on different instructional technologies and materials that they learned in the Instructional Technology and Material Design’ lesson. In addition different experiences of teacher candidates about the usage of instructional technologies and materials have been identified.

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