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Teaching Modalities (teaching + modality)

Distribution by Scientific Domains

Medical Sciences	100%

Selected Abstracts

A survey of undergraduate education in dental implantology in UK dental schools

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2008
I. R. Blum
Abstract The aim of this study was to ascertain knowledge on current teaching of implant dentistry in the undergraduate curriculum of Dental Schools in the UK. Information on the teaching modalities, including year of introduction of implant dentistry into undergraduate curriculum, departments involved in teaching, format of teaching, use of adjunctive teaching aids, and types of implant systems used in undergraduate teaching was collected by means of a questionnaire, which was sent to all undergraduate dental schools in the UK. Based on a 100% response rate, the findings indicate that all dental schools in the UK reported that they included dental implantology in their undergraduate curriculum; however there were marked variations in the content and delivery of the teaching. [source]

Teamwork Training for Interdisciplinary Applications

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Bev Foster
Safe healthcare delivery in the emergency department is a team sport. Medical educators seek efficient and effective methods to teach and practice teamwork skills to all levels of interdisciplinary learners with the goal of enhancing communication, insuring smooth clinical operations, and improving patient safety. We present a new interdisciplinary, health professions teamwork curriculum, modified from TeamSTEPPS, that is efficient, effective, and can be delivered using multiple teaching modalities. This flexible curriculum structure begins with a brief didactic core designed to orient the learners to team concepts and invest them in the rationale for focusing on teamwork skills. This is followed by one of four additional instructional modalities: traditional didactic, interactive audience response didactic, low-fidelity simulation (role play), and high-fidelity patient simulation. Each of these additional modalities can be utilized singly or in combination to enhance the learners' attitudes, knowledge, and skills in team-based behaviors. Interdisciplinary cases have been defined, piloted, modified, and deployed at two major universities across more than 400 learners. Interdisciplinary simulation scenarios range from team-based role play to high-fidelity human patient simulation. Assessment cases using standardized patients are designed for interdisciplinary applications and focus on observable team-based behaviors rather than clinical knowledge. All of these cases have accompanying assessment instruments for attitudes, knowledge, and skills. These instruments may be used for formative assessment to provide feedback to the learners and standardize the faculty's information delivery. If used in a summative manner they provide data for course completion criteria, remediation, or competency assessment. [source]

12 Highly Interactive Teaching: A "HIT" with Residents

ACADEMIC EMERGENCY MEDICINE, Issue 2008
Linda Regan
Covering the core content of emergency medicine during residency training is both a time consuming and challenging endeavor. One of the more significant challenges in graduate medical education is to develop more interactive, less didactic teaching modalities. In an attempt to develop a more interactive educational curriculum, we interspersed weekly sessions titled "Highly Interactive Teaching" (HIT) with standard formal lecture didactics. A primary focus of many educators in emergency medicine is teaching residents how to manage the undifferentiated patient. To this end, we revised our curriculum to include 34 four-hour symptom/chief complaint-based sessions. The first hour is an introductory lecture on the general approach to a patient with the specified complaint. Residents then divide into small groups which rotate through specific case-based sections covering varied diagnoses which might present with the symptom complaint. These faculty-run small groups use a case-based approach, either high or low simulation-based or oral boards-based format. Each faculty then is required to sum up the salient points of their section. The final hour of the day is an evidenced-based review of supporting literature. Residents are required to read and critique selected articles for the audience so that the basis for diagnosis and management decisions can be discussed as a large group discussion. We believe this change in format will help residents not only to become more active learners, but also to become more astute clinicians. [source]

Multicenter Study of Preferences for Health Education in the Emergency Department Population

ACADEMIC EMERGENCY MEDICINE, Issue 6 2010
M. Kit Delgado MD
Abstract Objectives:, Emergency departments (EDs) are increasingly proposed as high-yield venues for providing preventive health education to a population at risk for unhealthy behaviors and unmet primary care needs. This study sought to determine the preferred health education topics and teaching modality among ED patients and visitors. Methods:, For two 24-hour periods, patients aged 18 years and older presenting to four Boston EDs were consecutively enrolled, and waiting room visitors were surveyed every 3 hours. The survey assessed interest in 28 health conditions and topics, which were further classified into nine composite health education categories. Also assessed was the participants' preferred teaching modality. Results:, Among 1,321 eligible subjects, 1,010 (76%) completed the survey, of whom 56% were patients and 44% were visitors. Among the health conditions, respondents were most interested in learning about stress and depression (32%). Among the health topics, respondents were most interested in exercise and nutrition (43%). With regard to learning modality, 34% of subjects chose brochures/book, 25% video, 24% speaking with an expert, 14% using a computer, and 3% another mode of learning (e.g., a class). Speaking with an expert was the overall preferred modality for those with less than high school education and Hispanics, as well as those interested in HIV screening, youth violence, and stroke. Video was the preferred modality for those interested in learning more about depression, alcohol, drugs, firearm safety, and smoke detectors. Conclusions:, Emergency department patients and visitors were most interested in health education on stress, depression, exercise, and nutrition, compared to topics more commonly targeted to the ED population such as substance abuse, sexual health (including HIV testing), and injury prevention. Despite many recent innovations in health education, most ED patients and visitors in our study preferred the traditional form of books and brochures. Future ED health education efforts may be optimized by taking into account the learning preferences of the target ED population. ACADEMIC EMERGENCY MEDICINE 2010; 17:652,658 © 2010 by the Society for Academic Emergency Medicine [source]