Murder mystery' for student practice of pulmonary physiology calculations.
Education; Blood Gas Analysis; Teaching Methods; Games; Oxygen Saturation; Respiratory Rate; Respiratory Tract Physiology; Lung – Physiology; Carbon Monoxide Poisoning – Diagnosis; Oxygen Consumption – Evaluation; Partial Pressure – Evaluation; Respiratory Therapy
Maron M B; Bosso F J
Respiratory Care
1992
1992-10
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1152/advances.1991.261.6.s3" target="_blank" rel="noreferrer noopener">10.1152/advances.1991.261.6.s3</a>
Impact of problem-based learning on academic achievement in high school: a systematic review.
MEDICAL education; ACADEMIC achievement; PROBLEM-based learning; SECONDARY education; SELF-culture; TEACHING methods; MEDICINE – Study & teaching (Higher)
The considerable impact of problem-based learning (PBL) on academic achievement of students in medical education has prompted the K-12 community to start implementing this non-traditional, student-centered, and inquiry-driven teaching approach in its classrooms. This paper examines the current reported evidence of PBL effectiveness in secondary education. To our knowledge, there has been no systematic review of the literature that evaluates the impact of PBL on student academic achievement in high school education. Based on the exhaustive review of the current literature it is not possible to claim with a high degree of confidence that PBL is indeed more effective in increasing student content knowledge. While it is evident from the results of the reviewed studies that PBL positively influences student academic achievement, there are several reasons that prevent the generalization of these findings to a wider, secondary education population. The current reported literature lacks sufficient, rigorous evidence that supports superiority of PBL over traditional methods of instruction. However, it needs to be remembered that PBL fosters not only development of content knowledge, but also a wide range of skills, such as communication and collaboration skills, decision-making, problem-solving, critical-thinking, and self-directed learning. Keeping in mind that these skills are highly valued in secondary education, the inefficiency of traditional methods to aid in development and strengthening of these particular student abilities was the main reason to start considering and adopting various instructional approaches, including PBL. [ABSTRACT FROM AUTHOR]
Wilder S
Educational Review
2015
2015-11
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1080/00131911.2014.974511" target="_blank" rel="noreferrer noopener">10.1080/00131911.2014.974511</a>
Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.
Humans; Pharmacists; *Curriculum; Students; Education; *Learning; *Teaching; Quality Improvement; Outcomes of Education; Teaching Methods; Organizational Objectives; Portfolio; Hospital; Pharmacy; Pharmacy Service; Graduate/*organization & administration/standards; Internship; Nonmedical; Certification – Education; Curriculum Development – Standards; Faculty – Education; Graduate – Standards; Pharmacy – History; Pharmacy – Organizations
PURPOSE: Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. SUMMARY: Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. CONCLUSION: TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments.
Wright Eric A; Brown Bonnie; Gettig Jacob; Martello Jay L; McClendon Katie S; Smith Kelly M; Teeters Janet; Ulbrich Timothy R; Wegrzyn Nicole; Bradley-Baker Lynette R
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
2014
2014-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp130657" target="_blank" rel="noreferrer noopener">10.2146/ajhp130657</a>