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Traditional Teaching (traditional + teaching)

Distribution by Scientific Domains
Medical Sciences57%

Terms modified by Traditional Teaching

  • traditional teaching methods
    		•

    Selected Abstracts

    Active learning in nursing education (ALINE): New model for teaching and learning

    NURSING & HEALTH SCIENCES, Issue 2 2004
    Vaunette Fay
    Traditional teaching and learning pedagogical models do not adequately address the needs of students and often present substantial barriers to incorporating the benefits of technology enhanced learning. Active learning in nursing education (ALINE) is a practical teaching and learning model that: (a) provides a well-defined framework for accurate assessment of learning outcomes/objectives by requiring each outcome and/or objective be linked to an identified primary nursing competency; (b) identifies and defines the core components of a course (elements, objects and modules) and provides a framework for development of each of the components; (c) requires active learning principles be applied to every action taken by the learner throughout the course. The purpose of this presentation is to discuss the ALINE learning model and the first virtual conference on aging that was held between 21 April to 2 May 2003. [source]

    Stridor and Dysphagia in Diffuse Idiopathic Skeletal Hyperostosis (DISH),

    THE LARYNGOSCOPE, Issue 2 2006
    Dominic M. Castellano MD
    Abstract As otolaryngologists, we are the first consulted for stridor and dysphagia. One must consider both extrinsic and intrinsic etiologies in the differential diagnosis of these symptoms. We report a series of patients with diffuse idiopathic skeletal hyperostosis (DISH) who presented with stridor or dysphagia. We describe the initial presenting symptoms, physical examination/radiographic findings, and discuss the management options. Traditional teaching is that surgery is rarely indicated for DISH of the cervical spine. Recommendations regarding the role of surgery as well as a review of our surgical experience are discussed. [source]

    New methodologies in teaching e-structural mechanics using WWW,

    COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2008
    Carmelo Maiorana
    Abstract A recently initiated phase of experimentation and research in the online Distance Learning (DL) is here described. The project has been developed by the Department of Construction and Transportation Engineering of the Faculty of Engineering at the University of Padua along with the well-established e-learning experience of the SSIS Veneto (Institute for the Formation of Secondary School's Teachers) of Cà Foscari,University of Venice, in collaboration with the webmaster management of TCN-EnginSoft of Padua. The work deals with teaching methodologies supported by the net, computer communication and information technologies, finalized to give both widespread access to useful resources and to create a more flexible exchange due to net communication. The experimentation of using web-based technologies to support traditional teaching for working students is described; in fact, Internet-based innovations offer opportunities for a curriculum improvement to those categories of students who could be considered at a disadvantage, like worker students or students with ear or motion deafness. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 16: 189,210, 2008; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae20167 [source]

    How necessary are universities?

    ECONOMIC AFFAIRS, Issue 3 2001
    Sir Alan Peacock
    The paper discusses whether universities can continue to be the ,template for the extension and transmission of knowledge.' Technical and social changes are already undermining the universities' previous near-monopoly of delivery of higher education. Alternative delivery methods ought to be considered on their own merits and barriers to entry should be removed. The ideal form of higher education is not necessarily residence combined with traditional teaching and associated research. [source]

    Development and evaluation of a cd-rom to support student learning in dentist,patient communication

    EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2003
    J. T. Newton
    The interaction between dentist and patient is central to the provision of effective healthcare. A multidisciplinary team containing expertise in the social and behavioural sciences, medicine, dentistry, education and information technology was formed to design a CD-ROM to support more traditional teaching and learning in this area. The final version of the program consists of a ,virtual' patient from whom students are asked to take a medical history. The ,patient' interacts with the student and responds to the style of their questioning by changes in anxiety, or degree of annoyance. To date, the CD-ROM has been evaluated in two stages. The first stage was a predictive formative evaluation by the research/development team, and the second stage was a formative evaluation by 144 dental students of the first full prototype. A third stage, to be conducted next year, will involve measuring the longer term impact of the CD-ROM through the assessment of students' abilities to communicate with patients. The evaluation had two components: students made rates of how useful and easy to use they found the program, and students' attitudes towards interacting with patients were evaluated adopting constructs from the theory of Planned Behaviour. Students were positive about the use of the CD-ROM, though they requested some changes in the functionality of the program. Compared to a sample of students who had not used the CD-ROM, the students who used the CD-ROM felt more positive about communicating with their patients, at the end of the course, and expressed stronger intentions to communicate well with patients. We conclude that the CD-ROM we have developed in a useful adjunct to learning in dentist,patient communication. [source]

    E-learning in the dermatological education at the Charité: evaluation of the last three years

    JOURNAL DER DEUTSCHEN DERMATOLOGISCHEN GESELLSCHAFT, Issue 6 2008
    Tilman Lüdert
    Summary, Background: Numerous e-learning initiatives have been launched during the last decade. Many of them have not been continued, due to lack of acceptance on the part of the students, low quality or insufficient financial funding. Since 2002, the DEJAVU project has been integrated into the curriculum at the Department of Dermatology at Charité-Universitätsmedizin Berlin. DEJAVU offers an online archive of recorded lectures, lecture hand outs, structured learning modules, and case reports as well as online information about the courses/classes. Methods: Since beginning of the summer semester 2005, the student's acceptance and utilization of the online offerings was regularly surveyed, using anonymous questionnaires handed out together with the final exams. The teaching staff's opinions about e-learning were surveyed by means of a single anonymous questionnaire. Results: At the end of winter semester 2006/2007,93.5% of the students were aware of the existence of the e-learning program. The average amount of time spent with the program was 14.7 hours over the course of one semester. 66.8% of the students considered the program as very useful for their dermatology training. The lecture notes were the most frequently used online resource. Among the teaching staff, 86% considered e-learning a useful addition to traditional teaching. Conclusions: Our results show that e-learning is very well accepted by our students. It offers an additional way of acquiring knowledge and should be used to complement traditional ways of teaching. [source]

    Honoring children, mending the circle: cultural adaptation of trauma-focused cognitive-behavioral therapy for American Indian and Alaska Native children

    JOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2010
    Dolores Subia BigFoot
    Abstract American Indians and Alaska Natives are vulnerable populations with significant levels of trauma exposure. The Indian Country Child Trauma Center developed an American Indian and Alaska Native (AI/AN) adaptation of the evidence-based child trauma treatment, trauma-focused cognitive-behavioral therapy. Honoring Children, Mending the Circle (HC-MC) guides the therapeutic process through a blending of AI/AN traditional teachings with cognitive-behavioral methods. The authors introduced the HC-MC treatment and illustrated its therapeutic tools by way of a case illustration. © 2010 Wiley Periodicals, Inc. J Clin Psychol: In Session 66:1,10, 2010. [source]