scholarly journals Using the AGsploration: the Science of Maryland Agriculture Curriculum as a Tool to Increase Youth Appreciation and Understanding of Agriculture and Science

2017 ◽  
Vol 11 (3) ◽  
pp. 141-146
Author(s):  
April Hall Barczewski ◽  
Sheryl Bennett ◽  
David Gordon ◽  
Thomas Hutson ◽  
Sara Meagher BhaduriHauck
Keyword(s):  
Science Education ◽  
Life Skills ◽  
Training Session ◽  
Adult Educators ◽  
Post Evaluation ◽  
Hands On ◽  
Production Agriculture ◽  
Students Attitudes ◽  
Agriculture Curriculum ◽  
Similar Evaluation

AGsploration: The Science of Maryland Agriculture is a 24-lesson, peer-reviewed curriculum that includes experiential hands-on activities and built-in pre-/post-evaluation tools. Lesson topics include production agriculture, the environment and nutrition with emphasis on how science relates to each topic. Student pre-/post- evaluation data reflects participation in AGsploration positively affects students’ attitudes about agriculture and science. Separate evaluations were developed to survey two groups of trained teen teachers about the curriculum immediately following their training, 1-2 years after using the curriculum and another 3-4 years post involvement. The results demonstrated that teen teachers were an effective way to disseminate the curriculum and these same teens increased their agriculture knowledge, life skills and interest in agriculture science education and careers. A similar evaluation was conducted with adult educators following a training session and another 1-2 years after actively using the curriculum. This data suggests that the curriculum is well received and valued.

scholarly journals Enhancing Social-Skills through Social Learning Intervention among Rural Underprivileged Adolescents

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Prof. Dr. A. Velayudhan ◽  
Palanisamy. V
Keyword(s):  
Social Learning ◽  
Rural Area ◽  
Communication Skills ◽  
Life Skills ◽  
Tamil Nadu ◽  
Leadership Skills ◽  
Training Session ◽  
Learning Intervention ◽  
Post Test

Rural underprivileged youth from India are mostly failing to get decent job due to lack of life-skills. The chances are very less for rural underprivileged adolescents to acquire necessary skills from their cultural context. Hence Indian Adolescents from rural area presently requiring basic life skills for complete their education effectively and get a suitable job in India or abroad. As attaining this task present study examined the effectiveness of social learning intervention on enhancing self-leadership skills and communication skills among rural adolescents. Purposive sampling method was used to select the sample (N=50), it included 25 female and 25 male adolescents from underprivileged category. The sample was selected from the Government higher secondary school located in rural area of Coimbatore district in Tamil Nadu. This study consists following four phases which are Pre-test, Intervention, Post-test, and follow up phases. The social learning intervention was designed based on Bandura’s social learning theory therefore modeling, role play, and constructive feedback methods were used. Weekly one training session was taken totally 12 training sessions, 2 hour for each session. Revised self-leadership questionnaire and communication locus of control scale were used to collect the data in pre-test, post-test, and follow up phases. Mean, SD, repeated measure of ANOVO and Post-Hoc test was used to analysis the data and the results shows that self-leadership skills and communication skills was significantly improved after social learning intervention.

scholarly journals Development and application of a swine model for training ultrasonography-guided central venous access

2020 ◽  
Vol 47 ◽  
Author(s):  
JACKSON VINÍCIUS DE LIMA BERTUOL ◽  
NATASHA LURE BUENO CAMARGO ◽  
FERNANDO ANTONIO CAMPELO SPENCER NETTO ◽  
ANDRÉ PEREIRA WESTPHALEN
Keyword(s):  
Porcine Model ◽  
Low Cost ◽  
Central Venous Access ◽  
Training Session ◽  
Hospital Setting ◽  
Venous Access ◽  
Human Anatomy ◽  
Swine Model ◽  
Central Venous ◽  
Hands On

ABSTRACT Introduction: simulation based teaching is a powerful tool in medical education, allowing hands on practice under a controlled environment and with repeated maneuvers. Central venous access venipuncture is one of the most frequent procedures carried out in the hospital setting, due to its various clinical indications and, when performed with the help of ultrasonography, the risk of adverse events is minimized. Aim: to develop, to describe and to test a porcine model that simulates the central venous access puncture aided by ultrasonography. Method: a low cost porcine model was developed to train medical students and residents on central venous access guided by ultrasonography. Both students and medical residents underwent a theoretical training regarding the model, followed by a hands-on training session. Afterwards, the participants assessed the model by answering a questionnaire. Results: there were 51 participants. The average score regarding the similarity between the model and the human anatomy was 9.15. When the characteristics were separately assessed, the mean scores regarding the similarity of the vessels, anatomic disposition and ultrasonographic characteristics as well as the venipuncture were, respectively, 9.27; 9.31; 9.54 and 8.86. Conclusion: The model was approved and considered appropriate for the training of central venous venipuncture by all the participants. Furthermore, it is a low cost, simple and reproducible model, that presents high similarity with the human anatomy. Therefore, it may be used as an aid to train people on ultrasonography guided central venous access.

Acquiring and Maintaining Competence in the Application of Extrication Cervical Collars by a Group of First Responders

2008 ◽  
Vol 23 (6) ◽  
pp. 530-536 ◽  
Author(s):  
Colin J. Ireland ◽  
Kathryn M. Zeitz ◽  
Franklin H.G. Bridgewater
Keyword(s):  
Skill Acquisition ◽  
Training Session ◽  
First Responders ◽  
First Aid ◽  
Cervical Collar ◽  
Prehospital Setting ◽  
Skill Retention ◽  
Spinal Immobilization ◽  
Hands On ◽  
Practical Session

AbstractIntroduction:Research on skill acquisition and retention in the prehospital setting has focused primarily on resuscitation and defibrillation. Investigation into other first aid skills is required in order to validate practices and support training regimes. No studies have investigated competency using an extrication cervical collar for cervical spine immobilization.Objective:This study was conducted to confirm that a group of first responders could acquire and maintain competency in the application of an extrication cervical collar over a 12-month period.Methods:Participants attended a standardized training session that addressed the theory of application of an extrication cervical collar followed by hands-on practice. The training was presented by the same instructor and covered the nine key elements necessary in order to be deemed competent in extraction cervical collar application. Following the practical session, the competency of the participants was assessed. Participants were requested not to practice the skill during the 12-month period. Following the 12-month period, their skills were re-assessed by the same assessor.Results:Of the 64 subjects who participated in the study, 100% were competent after the initial first assessment. Forty-one participants (64%) were available for the second assessment (12 months later); of these, 25 (61%) maintained competence.Conclusions:Although the sample size was small, this research demonstrates that first responders are able to acquire competence in applying an extrication cervical collar. However, skill retention in the absence of usage or re-training is poor. Larger studies should be conducted to validate these results. In addition, there is a need for research on the clinical practice and outcomes associated with spinal immobilization in the prehospital setting.

scholarly journals Blind-eye cannulation as a new method for ERCP training: Can we do more than merely teach?

2020 ◽  
Vol 08 (02) ◽  
pp. E186-E188
Author(s):  
Ivo Boškoski ◽  
George Webster ◽  
Andrea Tringali ◽  
Pietro Familiari ◽  
Vincenzo Perri ◽  
...  
Keyword(s):  
Endoscopic Retrograde Cholangiopancreatography ◽  
Training Session ◽  
The Other ◽  
New Method ◽  
Endoscopic Retrograde ◽  
Hands On ◽  
Technical Proficiency ◽  
Standard List

Abstract Background and study aims Endoscopic retrograde cholangiopancreatography (ERCP) requires extensive hands-on training. Currently in ERCP training there are two very important problems that need attention: lack of standardized commands for communication, and misunderstanding between the trainee and the trainer. Methods A method of “blind-eye” cannulation was developed with two paired trainees using the Boškoski-Costamagna ERCP Trainer. The trainee who was holding the duodenoscope was blind-folded and the other trainee gave instructions on what maneuvers were necessary to achieve cannulation, under the supervision of a trainer. Before starting cannulation, a standard list of commands was agreed by the operators. Results The blind-eye method of cannulation teaches the operator trainee to listen and the assistant trainee to teach. Trainees use standardized commands. During the training session the two trainees swapped roles. Conclusions Currently, we do not have proof that this type of training is useful, therefore, scientific studies are needed for confirmation. However, we believe that this ERCP model may provide an entirely safe means of improving communication and technical proficiency.

scholarly journals The Impact of Curriculum and Instructional Choices on Undergraduate Students in Introductory Geology

2019 ◽  
Vol 4 (3) ◽  
pp. 17
Author(s):  
Christopher Roemmele
Keyword(s):  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Collaborative Work ◽  
Positive Attitudes ◽  
Hands On ◽  
Pedagogical Choices ◽  
Introductory Geology ◽  
Students Attitudes ◽  
The Impact ◽  
Curriculum Topics

This research investigated the impact of an introductory geology class on undergraduate students' attitudes toward and conceptual understanding of geology. The purpose was to identify students' geologic blindness, a construct of disinterest, disdain, and unawareness of geology, geologic processes, and their relationship to humans, by assessing students’ views on curricular and pedagogical choices. A convergent parallel mixed-methods research design was conducted. The participants consisted of 289 students enrolled over two semesters in an introductory geology class for non-majors. Specific to content and instruction, students found the format of rock and mineral labs and exams difficult and in need of change. They expressed positive attitudes about the hands-on, collaborative nature of these labs, and observation skills to perform them. Curriculum topics judged more interesting were deemed less difficult to understand, and vice versa, and that there was general understanding of geology’s broader themes of tectonics and time. Open-ended responses from participants, and interviews with key informants provided further evidence for these results. Students indicated that explicit instruction on the topic relevance, cross-topic connections, and on-going assessment and the use of a variety of visualizations and collaborative work would help to improve understanding and attitudes. The results provide insight into ways to improve introductory geology courses by addressing geologic blindness.

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