Effect of teaching context and tutor workshop on tutorial skills
|
|
- Hubert Alexander
- 6 years ago
- Views:
Transcription
1 Medical Teacher, Vol. 28, No. 4, 2006, e112 e119 WEB PAPER Effect of teaching context and tutor workshop on tutorial skills ANNE BAROFFIO, MATHIEU R. NENDAZ, ARNAUD PERRIER, CARINE LAYAT, BERNARD VERMEULEN & NU V. VU University of Geneva, Switzerland ABSTRACT Effective faculty development workshops are essential to develop and sustain the quality of faculty s teaching. In an integrated problem-based curriculum, tutors expressed the needs to further develop their skills in facilitating students content learning and small-group functioning. Based on the authors prior observations that tutors performance depends on their teaching context, a workshop was designed not only tailored to the tutors needs but also organized within their respective teaching unit. The purposes of this study are (1) to evaluate whether this workshop is effective and improves tutors teaching skills, and (2) to assess whether workshop effectiveness depends on tutors performance before the workshop and on their teaching unit environment. Workshop effectiveness was assessed using (a) tutors perception of workshop usefulness and of their improvement in tutorial skills, and (b) students ratings of tutor performance before and after the workshop. In addition, an analysis of variance model was designed to analyse how tutors performance before the workshop and their teaching unit influence workshop effectiveness. Tutors judged the workshop as helpful in providing them with new teaching strategies and reported having improved their tutorial skills. Workshop attendance enhanced students ratings of tutors knowledge of problem content and ability to guide their learning. This improvement was also long-lasting. The workshop effect on tutor performance was relative: it varied across teaching units and was higher for tutors with low scores before the workshop. A workshop tailored to tutors needs and adapted to their teaching unit improves their tutorial skills. Its effectiveness is, however, influenced by tutors level of performance before the workshop and by the environment of their teaching unit. Thus, to be efficient, the design of a workshop should consider not only individual tutors needs, but also the background of their teaching units, with special attention to their internal organization and tutor group functioning. Introduction To be effective, a problem-based-learning (PBL) tutor should know well both the content of the problems and how to facilitate the small-group learning process (Dolmans et al., 2002). This has implications for recruiting tutors, in particular those who are familiar with the problem content (Wilkerson, 1994). It also highlights the need for faculty development programmes. Most programmes emphasize a general understanding of PBL and its values, exercising the Practice points. Effective faculty development workshops are essential to develop and sustain the quality of teaching.. A faculty development workshop tailored to tutors needs within their teaching unit improves their problem-content knowledge and ability to guide students learning, especially for tutors with low students ratings.. To be efficient, the design of workshops should consider specificities of teaching contexts since they affect the effectiveness of workshops. tutorial process, and developing general and content-specific tutor knowledge and skills (Holmes & Kaufman, 1994; Irby, 1996). The few studies that have documented the effectiveness of these training programmes show that they help develop new tutorial skills (Wilkerson & Irby, 1998; Skeff et al., 1998; Skeff et al., 1999; Griffith, 2000; Hewson et al., 2001). They specifically indicate that workshops, followed by tutorial practice and/or feedback from students or peers, are effective strategies in improving teachers knowledge, attitude and performance ratings. With the introduction of a new integrated six-year problem-based curriculum in 1995 (Vu et al., 1997), the University of Geneva Faculty of Medicine (UGFM) implemented a multilevel tutor-training programme. All tutors in the medical sciences years were required to attend an introductory workshop, which consisted of (1) an introduction to the curriculum, the rationale for PBL, the tutorial process and the tutor role; (2) an observation and/or participation in a tutorial session in their assigned teaching unit (to put the tutor in the teaching context); and (3) a discussion with other tutors to share observations and strategies in tutoring. Students ratings indicated that the workshop has adequately prepared tutors (Baroffio et al., 1999). However, although tutors improved their overall performance during their first three years of practice (Baroffio et al., 1999), we observed that students ratings of Correspondence: Anne Baroffio, Unit of Development and Research in Medical Education, University of Geneva, School of Medicine, 1 rue Michel Servet, CH-1211 Genève 4, Switzerland. Tel: þ ; fax: þ ; anne.baroffiobarbier@medecine.unige.ch e112 ISSN X print/issn X online/06/ ß 2006 Taylor & Francis DOI: /
2 Fostering tutorial skills tutors abilities to give feedback and to help students synthesize the problem remained low. To assist tutors in maintaining and improving their teaching skills, we offered to all experienced tutors an advanced optional workshop, emphasizing and working on tutorial situations that they commonly identified as difficult. This second workshop improved significantly the ratings of tutors with low performance ratings, specifically their overall performance and ability to guide students process of problem synthesis (Baroffio et al., 1999). In addition, we showed that this workshop improved the tutors ratings above and beyond the self-improvement demonstrated by most tutors with increased experience in tutoring. However, over the years we have noticed that tutor ratings tended to vary and differ according to the teaching unit they taught in. Based on our observations and on the findings that faculty development programmes are most effective when they target the learners needs (Davis et al., 1995; Skeff et al., 1997) and address these needs within their teaching context (Skeff et al., 1997), we designed a third advanced workshop, organized by teaching unit and focusing on the tutors and the unit s needs. It was introduced in for all practising tutors. As the tutors major needs were to become better prepared in the content in order to guide students learning and to improve their skills in facilitating small-group functioning, the workshops were organized into two parts. The first was devoted particularly to providing the tutors with both pedagogical content knowledge and an organizational approach to their functioning within the unit by stimulating them to have regular meetings to preview cases, to negotiate key concepts to be covered in the tutorials, and to construct a common understanding of problem-content and the learning process (Holmes & Kaufman, 1994; Irby, 1996). The second part addressed small-group facilitation skills, specifically how to handle students or small groups dysfunctioning (Kaufman & Holmes, 1996), by analysing and working through various difficult tutorial situations. The content of each workshop was specifically adapted to the questions and needs of the tutors within the teaching unit, thus not only addressing their individual needs but also considering the functioning of each tutor within his teaching context (Skeff et al., 1997). The purposes of this study are to evaluate whether this workshop is effective and further improves tutors teaching skills, and to assess whether workshop effectiveness may depend on the performance of tutors before the workshop and on their teaching context. Methods Context and subjects This study was conducted over three academic years ( ; ; and ). The second and third years of our pre-clerkship curriculum are composed of 13 teaching units (e.g. circulation, nutrition and digestion, infectious disease, etc.). Each unit is taught once a year, lasts four weeks, and consists of 16 two-hour tutorial sessions. Each tutor teaches one unit to a group of students (mean: seven students, range: four to 15). Students rate their tutor at the end of each teaching unit. Each class counts about 150 students. During the academic year, 203 tutors were invited to attend an advanced workshop and were sent one month beforehand a pre-workshop questionnaire. Of these 203 tutors, 149 (73%) completed the pre-workshop questionnaire and 145 (71%) attended the workshop. Of the 145 workshop participants, 112 (75%) completed the workshop evaluation questionnaire and 78 (54%) returned the self-assessment questionnaire, which was administered one year after the workshop. Of the 203 tutors, 126 were completely evaluated by students, namely before, one month after and one year after the workshop. Among them, 96 attended the workshop and 30 could not attend for different reasons, thus constituting a convenience control group. Needs assessment: pre-workshop questionnaire The pre-workshop questionnaire consisted of 38 true/false items probing different activities that the tutors carried out before (15 items), during (13 items) and after (10 items) their teaching in the unit. These items mainly referred to activities defined and referred to in the literature as useful in developing and guiding students acquisition of problemcontent knowledge and in facilitating the PBL tutorial process and small-group functioning (Holmes & Kaufman, 1994; Tipping et al., 1995; Kaufman & Holmes, 1996). In addition, tutors were asked with open-ended questions to identify aspects for which they needed specific training and teaching situations they found difficult to manage. Intervention workshop The design of our advanced PBL workshop for practising tutors is based on evidence-based workshop practices (Wilkerson & Irby, 1998; Griffith, 2000). Using a tailored approach it integrates in its programme learner-centred, interactive and reflective teaching strategies (Hewson, 2000). Overall, we designed each workshop to address specifically the needs of the tutors within each of the 13 teaching units and as identified in the pre-workshop survey. The needs commonly identified by tutors consisted of how better to guide students in learning the unit problem content and facilitate small-group functioning. Towards these purposes, we planned each workshop with the teaching unit director(s). It usually took place during the month preceding the teaching period, in a session where tutors met to finalize their teaching plans. It consisted of two parts and lasted three hours. Specifically, the first part of the workshop session was set up (1) to facilitate discussions among unit directors and tutors on their perceived difficulties and (2) to help tutors reflect and discuss strategies on how better to prepare for the problem content of the teaching unit, guide students learning and define the depth to which students should address the learning objectives of each problem. In a second part, a situation-based approach was used to assist tutors in developing advanced strategies to facilitate small-group functioning. For this purpose, we presented pre-selected scenarios representing common difficult tutorial situations (i.e. a disruptive or silent student, a non-responsive group,...), and asked tutors to analyse, discuss and share strategies that they would use to deal with these situations. When needed, we proposed additional alternative solutions. e113
3 A. Baroffio et al. Instruments and outcomes measures (a) Tutors evaluation of the workshop. At the end of the workshop we asked the participants to rate on a fivepoint Likert scale questionnaire whether the workshop (a) was useful for their role as a tutor, (b) furthered their understanding of the tutorial group functioning and of the importance of small-group facilitation in PBL, and (c) provided new strategies in preparing the problem content of the teaching unit and facilitating small-group functioning. (b) Tutors self-assessment of changes in teaching strategies. One year after the workshop, we sent a questionnaire to all participants. They indicated on nine yes/no items changes they had adopted as a tutor and changes that occurred to the tutors functioning in their teaching unit. They also commented freely on the new teaching strategies they had adopted. (c) Students ratings of tutor performance. Each group of students rated their tutor at the end of the teaching unit. The 16-item evaluation questionnaire has been adapted from the one developed and validated at the Maastricht medical school (Dolmans et al., 1994) and has been described in an earlier paper (Baroffio et al., 1999). For this study, we selected the four items of the questionnaire that were directly related to the content of the workshop. Students were asked to rate on a fivepoint Likert scale (from 5 ¼ completely agree to 1 ¼ completely disagree) the following three items: (i) My tutor has good knowledge of the problem content of the teaching unit; (ii) My tutor guides me through the PBL process; and (iii) Students participate actively in the small group. The fourth item asked the students to rate on a three-point scale (5 ¼ outstanding, 3 ¼ good or 1 ¼ to be improved) the tutor s overall performance. Students ratings were obtained before the workshop (tutor baseline score), then one month and one year after the workshop. Statistical analyses A quasi-experimental design was used to compare the 96 tutors who attended the workshop with the 30 who could not attend. The data consisted of a total of 7938 ratings performed by 450 students from the classes of 1998 to We compared students baseline ratings of the 126 tutors with the ratings they received one month and one year after the workshop. We conducted multivariate analyses of variance (ANOVAs) with the score differences after the workshop (one month and one year respectively) as dependent variables; workshop attendance and teaching unit as between-subject factors; baseline score and teaching experience (number of teaching years at the onset of the study) as covariates (SPSS version 11.0, Chicago). We considered an alpha value under 0.05 to be significant. Results Tutors baseline performance Students ratings of tutor performance obtained before the workshop revealed marked differences not only between specific tutorial skills but also across teaching units. Students rated 12% of the 126 tutors (all teaching units combined) as insufficient in their overall performance, 13% in their knowledge of the problem content of the teaching unit, 10% in their guiding of students through the PBL process, and 38% in their ability to facilitate students participation to their tutorial group. Furthermore, these insufficient ratings varied across teaching units for tutors overall performance (0% to 36%), knowledge of the problem content (0% to 43%), PBL guide (0% to 50%), and facilitation of students participation (0% to 86%). Tutors needs A total of 149 tutors completed the pre-workshop questionnaire and 116 listed their specific needs. Overall, 12% of the tutors did not feel well prepared in guiding students learning of the unit problem content and 23% in facilitating small-group functioning. However, when each individual teaching unit was taken into consideration, a different picture emerged from the tutors answers and comments. There were considerable differences in tutors perception of their level of preparedness across the teaching units. While in some teaching units none of the tutors reported any difficulties, in some others up to 27% of the tutors felt insufficiently prepared in guiding students learning of the problem content, and up to 42% had difficulties in handling student and group functioning. Most importantly, in some teaching units these difficulties were raised by more than 90% of the tutors in their written comments. Many tutors also indicated a need to further define, with the tutors in their teaching unit, the level of depth to which the problem-learning objectives should be achieved. Tutors evaluation of the workshop In all, 112 workshop participants completed the workshop evaluation questionnaire (Table 1). Overall, the tutors rated the workshop as very useful for their role as a tutor. The workshop was judged helpful in furthering tutors understanding of the tutorial group learning process and the importance of small-group facilitation skills. It also Table 1. Tutors evaluation of the workshop usefulness (n ¼ 112 tutors) on a five-point Likert scale (5 ¼ I totally agree to 1 ¼ I totally disagree). Overall, the workshop: Mean SD was very useful for my role as a tutor furthered my understanding of the tutorial group functioning process furthered my understanding of the importance of small-group facilitation in PBL provided useful strategies to improve content knowledge with the group of tutors in my teaching unit provided useful strategies to improve the functioning of small groups e114
4 Fostering tutorial skills provided them with useful strategies in improving their skills to facilitate small-group functioning and in preparing the unit problem content by working with members of the unit teaching group. Tutors self-assessment of changes in their tutoring strategies The self-assessment questionnaire that was administered one year after the workshop was returned by 145 workshop participants. Regarding their own performance, 58% of the tutors self-reported as more active guides of their students learning and 53% as better small-group facilitators, in particular by stimulating students to discuss their group functioning. Regarding their teaching unit s functioning, 43% of the tutors judged that the workshop helped modify their preparation on the unit problem content. Written comments revealed more frequent tutor meetings within the unit, active attempts at improving the quality of the problems, and in seeking consensus among tutors on the depth to which the learning objectives should be addressed and studied. However, these percentages varied across teaching units, suggesting that not all tutors benefited to the same extent from the strategies proposed during the workshop. Change in tutor performance after the workshop Table 2 describes students mean ratings of tutors overall performance, problem-content knowledge, skill in guiding students through the PBL process, and ability to facilitate student participation before the workshop, one month after and one year after the workshop. Before the workshop, although tutors who attended the workshop had a slightly lower baseline score for these skills, both groups (with and without workshop attendance) did not differ significantly. The differences in scores over time between baseline and one-month and one-year scores respectively were analysed by multivariate ANOVAs. The single and interactive effects of workshop attendance, tutors baseline score, teaching unit and teaching experience on the score difference one year after the workshop are summarized in Table 3. This revealed that (a) the score difference in tutors overall performance depended on the baseline score and on the teaching unit (61% of variance explained); (b) the score difference in tutors problem-content knowledge depended on the baseline score, teaching unit, and on an interaction effect between workshop attendance by teaching unit (74% of variance explained); (c) the score difference in the tutors skill in guiding students through the PBL process depended on workshop attendance, baseline score and teaching unit (55% of variance explained); the score difference on tutors ability to facilitate student participation depended on baseline score, teaching unit and teaching experience (74% of variance explained). Compared with the results obtained one year after the workshop, we found no effect of the workshop or of the teaching experience on the change in tutors ratings one month after the workshop (results not shown). The teaching unit only affected the change in student participation. The baseline score, however, had a significant effect on all four variables. In order to show separately the different effects of workshop, teaching unit and baseline score, Figure 1 displays the effects of workshop attendance and teaching unit (1a), and of workshop attendance and baseline score (1b) on the score differences after the workshop for problem-content knowledge. It illustrates first (1a) that score differences were larger for workshop participants ( vs ). Furthermore, for some teaching units, score differences after the workshop were small and did not differ according to workshop attendance (e.g. units 1, 7, 13), whereas for others they were larger for tutors who attended the workshop (e.g. units 5, 9). In addition, for the tutors who attended the workshop, the score differences after the workshop were negatively correlated to their baseline scores (1b). In other words, the lower the baseline score of a tutor, the higher was his improvement in content knowledge after the workshop. This was also true for their overall performance and PBL guide (Table 4). Conversely, for the tutors who did not attend the workshop, the score differences were either weakly (for overall performance and PBL guide ) or not (for content knowledge ) correlated to their baseline scores (Table 4). In other words, tutors with a low baseline Table 2. Scores before workshop (baseline), one month and one year after the workshop of students mean (SD) ratings of 126 tutors on several tutorial skills (overall performance, problem-content knowledge, skill in guiding students through the PBL process, and ability to facilitate student participation). Overall performance a Content knowledge b Guide in PBL b Student participation b Workshop not attended (n ¼ 96) Baseline One month One year Workshop attended (n ¼ 30) Baseline One month One year Notes: a The overall performance is rated on a three-point scale (5 ¼ outstanding, 3 ¼ good, 1 ¼ to be improved). b The problem-content knowledge, skill in guiding students through the PBL process, and ability to facilitate student participation are rated on a five-point Likert scale (from 5 ¼ completely agree to 1 ¼ completely disagree). e115
5 A. Baroffio et al. Table 3. Effect of workshop attendance, tutors baseline score, teaching unit and teaching experience, and their interactions on the score differences in students ratings of several tutorial skills one year after the workshop (overall performance, problem-content knowledge, skill in guiding students through the PBL process, and ability to facilitate student participation). Mean squares a F (df) a p a Overall performance: b workshop (1;100) baseline score (1;100) 0.000* teaching unit (12;100) 0.001* workshop teaching unit (10;100) teaching experience (1;100) score before the workshop improved more after attending the workshop compared with those who did not. On the other hand, the correlations on student participation were similar for both groups of tutors, showing no specific effect of the workshop. In summary, the workshop improved tutors knowledge of the problem content of the teaching unit and their ability to guide the learning of their students. This effect worked on a long-term basis and was more effective for low-scoring tutors but it seemed to vary across teaching units. On the other hand, our workshop did not seem to improve tutors ability to facilitate students participation, a skill that appeared, however, to improve with teaching experience. Discussion Content knowledge: c workshop (1;100) baseline score (1;100) 0.000* teaching unit (12;100) 0.001* workshop teaching unit (10;100) 0.006* teaching experience (1;100) PBL guide: d workshop (1;100) 0.006* baseline score (1;100) 0.000* teaching unit (12;100) 0.015* workshop teaching unit (10;100) teaching experience (1;100) Student participation: e workshop (1;100) baseline score (1;100) 0.000* teaching unit (12;100) 0.020* workshop teaching unit (1;100) teaching experience (1;100) 0.042* Notes: a Multivariate analyses of variance with workshop attendance and teaching unit as betweensubject factors; score before workshop and teaching experience as covariates. All factors and interactions were tested. Interactions are designated by. b R 2 ¼ 0.612; c R 2 ¼ 0.743; d R 2 ¼ 0.546; e R 2 ¼ Our study demonstrates that our workshop, designed to address tutors specific needs and organized within their respective teaching unit, does help them develop new teaching strategies and improves their teaching skills. This confirms earlier findings on the effectiveness of specifically designed advanced training workshops (Holmes & Kaufman, 1994; Irby, 1996; Wilkerson & Irby, 1998; Skeff et al., 1998; Skeff et al., 1999; Baroffio et al., 1999; Hewson, 2000; Griffith, 2000; Hewson et al., 2001; Pandachuk et al., 2004). In addition, our study reveals that the effectiveness of our workshop is relative and depends on tutors performance before the workshop, and on the teaching unit they are teaching in. The design of our advanced PBL workshop for practising tutors is based on evidence-based workshop practices (Wilkerson & Irby, 1998). Our strategy was to tailor the workshop to the needs of the tutors in the context of their teaching unit (Davis et al., 1995; Skeff et al., 1997). This was justified by our previous observation that tutors performance varies across teaching units and by this study, showing that tutors needs are different for each teaching unit. Tutors reported that the workshop, as designed, provided them with a better understanding of the tutorial group functioning and the small-group facilitation processes. Moreover, they stated that they had acquired new strategies on how to develop advanced problem-content knowledge and small-group facilitation skills. They confirmed these perceptions one year after the workshop, by reporting being e116
6 Fostering tutorial skills (a) Score difference after workshop (b) Score difference after workshop Teaching unit Workshop No workshop 3.0 Baseline score Figure 1. Effect of workshop attendance, teaching unit and baseline score on the score differences in content knowledge of 126 tutors one year after the workshop. 1a: score differences for the 30 tutors who did not attend the workshop () and for the 96 tutors who attended the workshop () for each of the 13 teaching units studied. 1b: correlation between the score difference 1 year after workshop and the baseline score obtained before the workshop for individual tutors. No workshop (, dashed line): Pearson s R ¼ 0.147: p ¼ 0.438; n ¼ 30. Workshop (, full line): Pearson s R ¼ 0.802: p ¼ 0.000; n ¼ 96. better guides of their students learning and more efficient small-group facilitators. Moreover, many tutors spontaneously recounted in free comments that the workshop modified the functioning of their teaching unit, in particular through more frequent tutor meetings. Thus, the workshop also seemed to improve the organizational vitality of the teaching units. Planning the workshop with the teaching unit director(s) and integrating it as a part of the unit regular preparation meeting for tutors presented several advantages First, as the workshop was not perceived as an additional activity to be attended, most tutors participated, thus preventing the usual self-selection of the best and most motivated tutors who usually attend such faculty development activities (Baroffio et al., 1999; Griffith, 2000). Second, it helped create or re-create the working dynamics among the unit tutors, thus favouring the necessary discussions within their own teaching unit. Finally, it facilitated the renewing of tutorial skills immediately before tutors started teaching. Analyses of the change in students ratings of tutor performance after the workshop revealed that the workshop specifically improved tutors problem-content knowledge and ability to guide the learning of their students. This effect was not detectable when tutors taught right after the workshop but one year later. One possible explanation for these findings could be the following: after the workshop, the group of tutors from the teaching unit meets more frequently, as reported by the tutors; this leads to an amelioration of the quality of the problems, a common understanding among tutors regarding problem content, and better concordance on the depth to which the learning objectives should be covered; as a result, the tutors get then better knowledge of the content of the problems and become better guides of the learning process. However, we found that, depending on the teaching unit they were teaching in, tutors problem knowledge progressed diversely after the workshop. This means that, even tailored to tutors needs within their teaching unit, our workshop did not seem to work for all of them. These differences among teaching units could be related to the quality of the problems, the structure of the unit, students prior knowledge (Schmidt, 1994), or tutorial groups productivity (Dolmans et al., 1999), which have been shown to influence tutor performance. More work is clearly needed to understand why and how the workshop did not elicit all the needed changes in the functioning of all teaching units. On the other hand, we have found that the workshop predominantly improves the tutorial skills of tutors with low baseline scores, thus reinforcing our previous results (Baroffio et al., 1999). This finding might be due to the sharing of strategies between expert and/or skilled tutors with inexperienced and/or untrained tutors during the workshop and the more frequent tutor meetings of the teaching unit. This implies that even though the low-baseline tutors do benefit more from the workshops, training should not be offered to these tutors only, since the above results suggest that they learn from better tutors. Finally, students ratings revealed that tutors improved their ability in facilitating student participation, and tutors assessed themselves as being better facilitators of small-group functioning after the workshop. This effect, which is also stronger for low-baseline tutors irrespective of workshop attendance, appears not to be due to the workshop but simply to teaching experience. This study has several limitations. First, we defined our control group as those tutors who could not attend the workshop. Whereas we have no indication of the reasons why these tutors could not attend, we think that they did not selfselect ( I do not need to go ), since their scores before the workshop were similar to those of the tutors who attended the workshop. They might nevertheless be influenced by secondary effects of the workshop, such as more frequent e117
7 A. Baroffio et al. Table 4. Correlations between the score difference after workshop and the baseline score obtained before the workshop for individual tutors. Workshop not attended Workshop attended Pearson s R p Pearson s R p Overall performance * * PBL guide * * Content knowledge * Student participation * * teaching unit meetings, which may limit the specific appraisal of workshop effectiveness. Second, the questionnaires that we used to assess tutors needs, to evaluate the workshop and to appraise tutors changes in teaching after the workshop have been elaborated for the purpose of this study but have not been validated at other institutions. This might represent a shortcoming of our study. In conclusion, based on prior observations that tutors performance greatly depends on their teaching context, we designed a workshop to address tutors needs within their teaching unit. We found that this workshop improved tutors understanding of the PBL principles, their repertoire of teaching strategies, their knowledge of problem content and their ability to guide students learning. This workshop was found to be more effective for tutors who had low scores before the workshop. Furthermore, its long-term effect on tutor performance may presumably result from modifications of teaching units functioning. Nevertheless, despite the fact that each workshop was tailored to each teaching unit, it was not equally effective for all teaching units. We do not know the reason for this finding, but hypothesize that for many different reasons modifications in functioning may not occur in all teaching units. Our results have implications for the design of tutor workshops, suggesting that such interventions should be tailored not only to individual tutors needs but also to the needs of specific teaching units, with special attention to their internal organization. However, more research is needed to further explore the type of internal organization that improves the functioning of teaching units and hence the performance of their tutors, and to understand how a workshop can elicit a change in this functioning. Notes on contributors ANNE BAROFFIO, PhD, is assistant professor at the Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Switzerland. MATHIEU N NENDAZ, MD MHPE, is Médecin Adjoint of the Division of General Internal Medicine, University Hospitals, Geneva, and a faculty member of the Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Switzerland. ARNAUD PERRIER, MD, is Professor of Internal Medicine of the Division of General Internal Medicine, University Hospitals, Geneva, and Faculty of Medicine, University of Geneva, Switzerland. CARINE LAYAT, MS, is research assistant at the Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Switzerland. BERNARD VERMEULEN, MD, is Médecin Adjoint and the head of the Emergency Service, University Hospitals, Geneva, Switzerland. NU VIET VU, PhD, is full professor and Director of the Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Switzerland. References BAROFFIO, A., KAYSER, B., VERMEULEN, B., JACQUET, J.& VU, N.V. (1999) Improvement of tutorial skills: an effect of workshops or experience? Academic Medicine, 74, pp. S75 S77. DAVIS, D.A., THOMSON, M.A., OXMAN, A.D. & HAYNES, R.B. (1995) Changing physician performance: a systematic review of the effect of continuing medical education strategies, Journal of the American Medical Association, 274, pp DOLMANS, D.H., GIJSELAERS, W.H., MOUST, J.H., DE GRAVE, W.S., WOLFHAGEN, I.H. & VAN DER VLEUTEN, C.P. (2002) Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research, Medical Teacher, 24, pp DOLMANS, D.H., WOLFHAGEN, H.A.P., HOOGENBOOM, R.J.I. & VAN DES VLEUTEN, C.P.M. (1999) Is tutor performance dependent on the tutorial group productivity? Toward further resolving of inconsistencies in tutor performance, Teaching and Learning in Medicine, 11, pp DOLMANS, D.H., WOLFHAGEN, I.H., SCHMIDT, H.G.& VAN DER VLEUTEN, C.P. (1994) A rating scale for tutor evaluation in a problembased curriculum: validity and reliability, Medical Education, 28, pp GRIFFITH, C.H. (2000) Evidence-based educational practice: the case for faculty development in teaching, American Journal of Medicine, 109, pp HEWSON, M.G. (2000) A theory-based faculty development program for clinician-educators, Academic Medicine, 75, pp HEWSON, M.G., COPELAND, H.L. & FISHLEDER, A.J. (2001) What s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings, Teaching and Learning in Medicine, 13, pp HOLMES, D.B. & KAUFMAN, D.M. (1994) Tutoring in problem-based learning: a teacher development process, Medical Education, 28, pp IRBY, D. (1996) Models of faculty development for problem-based learning, Advances in Health Sciences Education, 1, pp KAUFMAN, D.M. & HOLMES, D.B. (1996) Tutoring in problem-based learning: perceptions of teachers and students, Medical Education, 30, pp PANDACHUCK, K., HARLEY, D. & COOK, D. (2004) Effectiveness of a brief workshop designed to improve teaching performance at the University of Alberta, Academic Medicine, 79, pp e118
8 Fostering tutorial skills SCHMIDT, H.G. (1994) Resolving inconsistencies in tutor expertise research: does lack of structure cause students to seek tutor guidance, Academic Medicine, 69, pp SKEFF, K.M., STRATOS, G.A., BERGEN, M.R. & REGULA, D.P. (1998) A pilot study of faculty development for basic science teachers, Academic Medicine, 73, pp SKEFF, K.M., STRATOS, G.A., BERGEN, M.R., SAMPSON, K.& DEUTSCH, S.L. (1999) Regional teaching improvement programs for community-based teachers, American Journal of Medicine, 106, pp SKEFF, K.M., STRATOS, G.A., MYGDAL, W., DEWITT, T.A., MANFRED, L., QUIRK, M., ROBERTS, K., GREENBERG, L.& BLAND, C.J. (1997) Faculty development: a resource for clinical teachers, Journal of General Internal Medicine, 12, pp. S56 S63. TIPPING, J., FREEMAN, R.F. & RACHLIS, A.R. (1995) Using faculty and student perceptions of group dynamics to develop recommendations for PBL training, Academic Medicine, 70, pp VU, N.V., BADER, C.R. & VASSALLI, J.D. (1997) The redesigned undergraduate medical curriculum at the University of Geneva, in: A.J.J.A. Scherpbier, C.P.M. van der Vleuten, J.J. Rethans & A.F.W. van der Steg (Eds) Advances in Medical Education, pp (Kluwer, Dordrecht). WILKERSON, L. (1994) The next best thing to an answer about tutors content expertise in PBL, Academic Medicine, 69, pp WILKERSON, L.A. & IRBY, D.M. (1998) Strategies for improving teaching practices: a comprehensive approach to faculty development, Academic Medicine, 73, pp e119
Interdisciplinary Journal of Problem-Based Learning
Interdisciplinary Journal of Problem-Based Learning Volume 6 Issue 1 Article 9 Published online: 3-27-2012 Relationships between Language Background, Secondary School Scores, Tutorial Group Processes,
More informationGreek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs
American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers
More informationA National Survey of Medical Education Fellowships
A National Survey of Medical Education Fellowships The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters. Citation Published Version
More informationScienceDirect. Noorminshah A Iahad a *, Marva Mirabolghasemi a, Noorfa Haszlinna Mustaffa a, Muhammad Shafie Abd. Latif a, Yahya Buntat b
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scien ce s 93 ( 2013 ) 2200 2204 3rd World Conference on Learning, Teaching and Educational Leadership WCLTA 2012
More informationLinking the Common European Framework of Reference and the Michigan English Language Assessment Battery Technical Report
Linking the Common European Framework of Reference and the Michigan English Language Assessment Battery Technical Report Contact Information All correspondence and mailings should be addressed to: CaMLA
More informationProblem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach
International Journal of Medical Education. 2017;8:70-76 ISSN: 202-6372 DOI: 10.5116/ijme.589f.6ef0 Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical
More informationA Retrospective Study
Evaluating Students' Course Evaluations: A Retrospective Study Antoine Al-Achi Robert Greenwood James Junker ABSTRACT. The purpose of this retrospective study was to investigate the influence of several
More informationStrategy for teaching communication skills in dentistry
Strategy for teaching communication in dentistry SADJ July 2010, Vol 65 No 6 p260 - p265 Prof. JG White: Head: Department of Dental Management Sciences, School of Dentistry, University of Pretoria, E-mail:
More informationEffect of Cognitive Apprenticeship Instructional Method on Auto-Mechanics Students
Effect of Cognitive Apprenticeship Instructional Method on Auto-Mechanics Students Abubakar Mohammed Idris Department of Industrial and Technology Education School of Science and Science Education, Federal
More informationICT + PBL = Holistic Learning solution:utem s Experience
ICT + PBL = Holistic Learning solution:utem s Experience 1 Faaizah Shahbodin Interactive Media Department Faculty of Information and Communication Technology Universiti Teknikal Malaysia Melaka (UTeM)
More informationClinical Quality in EMS. Noah J. Reiter, MPA, EMT-P EMS Director Lenox Hill Hospital (Rice University 00)
Clinical Quality in EMS Noah J. Reiter, MPA, EMT-P EMS Director Lenox Hill Hospital (Rice University 00) Presentation Overview Rationale Definitions Philosophy Prerequisites for a Successful Program The
More informationFINAL EXAMINATION OBG4000 AUDIT June 2011 SESSION WRITTEN COMPONENT & LOGBOOK ASSESSMENT
L-UNIVERSITÀ TA MALTA Msida Malta SKOLA MEDIKA Sptar Mater Dei Prof. Charles Savona-Ventura MD, DScMed, FRCOG, AccrCOG, MRCPI Head Department of Obstetrics & Gynaecology UNIVERSITY OF MALTA Msida Malta
More informationProcedia - Social and Behavioral Sciences 98 ( 2014 ) International Conference on Current Trends in ELT
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 98 ( 2014 ) 852 858 International Conference on Current Trends in ELT Analyzing English Language Learning
More informationUse of the Kalamazoo Essential Elements Communication Checklist (Adapted) in an Institutional Interpersonal and Communication Skills Curriculum
Use of the Kalamazoo Essential Elements Communication Checklist (Adapted) in an Institutional Interpersonal and Communication Skills Curriculum Barbara L. Joyce, PhD Timothy Steenbergh, PhD Eric Scher,
More informationModern health care practitioners are expected
Intraprofessional, Team-Based Treatment Planning for Oral Health Students in the Comprehensive Care Clinic Nikos Mattheos, D.D.S., M.A.Sc. (Perio), Ph.D.; Mark Storrs, B.D.Sc., M.P.H.; Lea Foster, B.D.Sc.;
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationResearch Design & Analysis Made Easy! Brainstorming Worksheet
Brainstorming Worksheet 1) Choose a Topic a) What are you passionate about? b) What are your library s strengths? c) What are your library s weaknesses? d) What is a hot topic in the field right now that
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationEntrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany
Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Jana Kitzmann and Dirk Schiereck, Endowed Chair for Banking and Finance, EUROPEAN BUSINESS SCHOOL, International
More informationTHEORY OF PLANNED BEHAVIOR MODEL IN ELECTRONIC LEARNING: A PILOT STUDY
THEORY OF PLANNED BEHAVIOR MODEL IN ELECTRONIC LEARNING: A PILOT STUDY William Barnett, University of Louisiana Monroe, barnett@ulm.edu Adrien Presley, Truman State University, apresley@truman.edu ABSTRACT
More informationE-learning Strategies to Support Databases Courses: a Case Study
E-learning Strategies to Support Databases Courses: a Case Study Luisa M. Regueras 1, Elena Verdú 1, María J. Verdú 1, María Á. Pérez 1, and Juan P. de Castro 1 1 University of Valladolid, School of Telecommunications
More informationPhysical and psychosocial aspects of science laboratory learning environment
Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 9 (2010) 87 91 WCLTA 2010 Physical and psychosocial aspects of science laboratory learning environment Che Nidzam Che Ahmad
More informationGRADUATE STUDENT HANDBOOK Master of Science Programs in Biostatistics
2017-2018 GRADUATE STUDENT HANDBOOK Master of Science Programs in Biostatistics Entrance requirements, program descriptions, degree requirements and other program policies for Biostatistics Master s Programs
More informationIntegrating Grammar in Adult TESOL Classrooms
Applied Linguistics 29/3: 456 482 ß Oxford University Press 2008 doi:10.1093/applin/amn020 Integrating Grammar in Adult TESOL Classrooms 1 SIMON BORG and 2 ANNE BURNS 1 University of Leeds, UK, 2 Macquarie
More informationTHE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS
THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS Steven Nisbet Griffith University This paper reports on teachers views of the effects of compulsory numeracy
More informationInterprofessional educational team to develop communication and gestural skills
Title Interprofessional educational team to develop communication and gestural skills Authors Annamaria Bagnasco 1, Giancarlo Torre 2, Nicola Pagnucci 3, Angela Tolotti 3, Francesca Rosa 3, Loredana Sasso
More informationExperience and Innovation Factory: Adaptation of an Experience Factory Model for a Research and Development Laboratory
Experience and Innovation Factory: Adaptation of an Experience Factory Model for a Research and Development Laboratory Full Paper Attany Nathaly L. Araújo, Keli C.V.S. Borges, Sérgio Antônio Andrade de
More informationThe My Class Activities Instrument as Used in Saturday Enrichment Program Evaluation
Running Head: MY CLASS ACTIVITIES My Class Activities 1 The My Class Activities Instrument as Used in Saturday Enrichment Program Evaluation Nielsen Pereira Purdue University Scott J. Peters University
More informationWhat do Medical Students Need to Learn in Their English Classes?
ISSN - Journal of Language Teaching and Research, Vol., No., pp. 1-, May ACADEMY PUBLISHER Manufactured in Finland. doi:.0/jltr...1- What do Medical Students Need to Learn in Their English Classes? Giti
More informationAssessing Functional Relations: The Utility of the Standard Celeration Chart
Behavioral Development Bulletin 2015 American Psychological Association 2015, Vol. 20, No. 2, 163 167 1942-0722/15/$12.00 http://dx.doi.org/10.1037/h0101308 Assessing Functional Relations: The Utility
More informationThe patient-centered medical
Primary Care Residents Want to Learn About the Patient- Centered Medical Home Gerardo Moreno, MD, MSHS; Julia Gold, MD; Maureen Mavrinac, MD BACKGROUND AND OBJECTIVES: The patient-centered medical home
More informationCHAPTER 5: COMPARABILITY OF WRITTEN QUESTIONNAIRE DATA AND INTERVIEW DATA
CHAPTER 5: COMPARABILITY OF WRITTEN QUESTIONNAIRE DATA AND INTERVIEW DATA Virginia C. Mueller Gathercole As a supplement to the interviews, we also sent out written questionnaires, to gauge the generality
More informationObserving Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers
Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,
More informationEvaluation of Teach For America:
EA15-536-2 Evaluation of Teach For America: 2014-2015 Department of Evaluation and Assessment Mike Miles Superintendent of Schools This page is intentionally left blank. ii Evaluation of Teach For America:
More informationTun your everyday simulation activity into research
Tun your everyday simulation activity into research Chaoyan Dong, PhD, Sengkang Health, SingHealth Md Khairulamin Sungkai, UBD Pre-conference workshop presented at the inaugual conference Pan Asia Simulation
More informationA Study of Metacognitive Awareness of Non-English Majors in L2 Listening
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 4, No. 3, pp. 504-510, May 2013 Manufactured in Finland. doi:10.4304/jltr.4.3.504-510 A Study of Metacognitive Awareness of Non-English Majors
More informationUnit 3. Design Activity. Overview. Purpose. Profile
Unit 3 Design Activity Overview Purpose The purpose of the Design Activity unit is to provide students with experience designing a communications product. Students will develop capability with the design
More informationProcess Evaluations for a Multisite Nutrition Education Program
Process Evaluations for a Multisite Nutrition Education Program Paul Branscum 1 and Gail Kaye 2 1 The University of Oklahoma 2 The Ohio State University Abstract Process evaluations are an often-overlooked
More informationInstructor: Mario D. Garrett, Ph.D. Phone: Office: Hepner Hall (HH) 100
San Diego State University School of Social Work 610 COMPUTER APPLICATIONS FOR SOCIAL WORK PRACTICE Statistical Package for the Social Sciences Office: Hepner Hall (HH) 100 Instructor: Mario D. Garrett,
More informationThe development and implementation of a coaching model for project-based learning
The development and implementation of a coaching model for project-based learning W. Van der Hoeven 1 Educational Research Assistant KU Leuven, Faculty of Bioscience Engineering Heverlee, Belgium E-mail:
More informationVOL. 3, NO. 5, May 2012 ISSN Journal of Emerging Trends in Computing and Information Sciences CIS Journal. All rights reserved.
Exploratory Study on Factors that Impact / Influence Success and failure of Students in the Foundation Computer Studies Course at the National University of Samoa 1 2 Elisapeta Mauai, Edna Temese 1 Computing
More informationNursing Students Conception of Clinical Skills Training Before and After Their First Clinical Placement. Solveig Struksnes RN, MSc Senior lecturer
Nursing Students Conception of Clinical Skills Training Before and After Their First Clinical Placement Solveig Struksnes RN, MSc Senior lecturer INTRODUCTION Nursing education in Norway: 50 weeks of clinical
More informationSimulation in Radiology Education
Simulation in Radiology Education Ellen C. Benya, MD Department of Medical Imaging, Ann & Robert H. Lurie Children s Hospital of Chicago Department of Radiology, Northwestern University Feinberg School
More informationEmpowering Students Learning Achievement Through Project-Based Learning As Perceived By Electrical Instructors And Students
Edith Cowan University Research Online EDU-COM International Conference Conferences, Symposia and Campus Events 2006 Empowering Students Learning Achievement Through Project-Based Learning As Perceived
More informationSoftware Security: Integrating Secure Software Engineering in Graduate Computer Science Curriculum
Software Security: Integrating Secure Software Engineering in Graduate Computer Science Curriculum Stephen S. Yau, Fellow, IEEE, and Zhaoji Chen Arizona State University, Tempe, AZ 85287-8809 {yau, zhaoji.chen@asu.edu}
More informationStrategic Practice: Career Practitioner Case Study
Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe
More informationEffective practices of peer mentors in an undergraduate writing intensive course
Effective practices of peer mentors in an undergraduate writing intensive course April G. Douglass and Dennie L. Smith * Department of Teaching, Learning, and Culture, Texas A&M University This article
More informationIntroduction. 1. Evidence-informed teaching Prelude
1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that
More informationSTUDENT SATISFACTION IN PROFESSIONAL EDUCATION IN GWALIOR
International Journal of Human Resource Management and Research (IJHRMR) ISSN 2249-6874 Vol. 3, Issue 2, Jun 2013, 71-76 TJPRC Pvt. Ltd. STUDENT SATISFACTION IN PROFESSIONAL EDUCATION IN GWALIOR DIVYA
More informationunderstandings, and as transfer tasks that allow students to apply their knowledge to new situations.
Building a Better PBL Problem: Lessons Learned from The PBL Project for Teachers By Tom J. McConnell - Research Associate, Division of Science & Mathematics Education, Michigan State University, et al
More informationSchool Size and the Quality of Teaching and Learning
School Size and the Quality of Teaching and Learning An Analysis of Relationships between School Size and Assessments of Factors Related to the Quality of Teaching and Learning in Primary Schools Undertaken
More informationIntro to Systematic Reviews. Characteristics Role in research & EBP Overview of steps Standards
Intro to Systematic Reviews Characteristics Role in research & EBP Overview of steps Standards 5 Dr. Ben Goldacre, awardwinning Bad Science columnist and medical doctor, forward in Testing Treatments 7
More informationAn application of student learner profiling: comparison of students in different degree programs
An application of student learner profiling: comparison of students in different degree programs Elizabeth May, Charlotte Taylor, Mary Peat, Anne M. Barko and Rosanne Quinnell, School of Biological Sciences,
More informationEffective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students
Critical Issues in Dental Education Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Naty Lopez, Ph.D.; Rose Wadenya, D.M.D., M.S.;
More informationThe Study of Classroom Physical Appearance Effects on Khon Kaen University English Students Learning Outcome
724 The Study of Classroom Physical Appearance Effects on Khon Kaen University English Students Learning Outcome Wongvanakit Pat, Khon Kaen University, Thailand Abstract: Many classroom environments on
More informationCausal Relationships between Perceived Enjoyment and Perceived Ease of Use: An Alternative Approach 1
Research Article Causal Relationships between Perceived Enjoyment and Perceived Ease of Use: An Alternative Approach 1 Heshan Sun School of Information Studies Syracuse University hesun@syr.edu Ping Zhang
More informationAn Evaluation of E-Resources in Academic Libraries in Tamil Nadu
An Evaluation of E-Resources in Academic Libraries in Tamil Nadu 1 S. Dhanavandan, 2 M. Tamizhchelvan 1 Assistant Librarian, 2 Deputy Librarian Gandhigram Rural Institute - Deemed University, Gandhigram-624
More informationE-Teaching Materials as the Means to Improve Humanities Teaching Proficiency in the Context of Education Informatization
International Journal of Environmental & Science Education, 2016, 11(4), 433-442 E-Teaching Materials as the Means to Improve Humanities Teaching Proficiency in the Context of Education Informatization
More informationCentre for Excellence Elite Sports Program
Centre for Excellence Elite Sports Program CASUARINA SENIOR COLLEGE ELITE SPORTS PROGRAM Casuarina Senior College has an established Centre for Excellence The program is an opportunity for passionate,
More informationThe Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma
International Journal of Computer Applications (975 8887) The Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma Gilbert M.
More informationEvidence for Reliability, Validity and Learning Effectiveness
PEARSON EDUCATION Evidence for Reliability, Validity and Learning Effectiveness Introduction Pearson Knowledge Technologies has conducted a large number and wide variety of reliability and validity studies
More informationEnhancing Van Hiele s level of geometric understanding using Geometer s Sketchpad Introduction Research purpose Significance of study
Poh & Leong 501 Enhancing Van Hiele s level of geometric understanding using Geometer s Sketchpad Poh Geik Tieng, University of Malaya, Malaysia Leong Kwan Eu, University of Malaya, Malaysia Introduction
More informationQueen's Clinical Investigator Program: In- Training Evaluation Form
Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5
More informationSystem Quality and Its Influence on Students Learning Satisfaction in UiTM Shah Alam
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scienc es 90 ( 2013 ) 677 685 6 th International Conference on University Learning and Teaching (InCULT 2012) System
More informationRunning head: DELAY AND PROSPECTIVE MEMORY 1
Running head: DELAY AND PROSPECTIVE MEMORY 1 In Press at Memory & Cognition Effects of Delay of Prospective Memory Cues in an Ongoing Task on Prospective Memory Task Performance Dawn M. McBride, Jaclyn
More informationCurriculum Assessment Employing the Continuous Quality Improvement Model in Post-Certification Graduate Athletic Training Education Programs
Curriculum Assessment Employing the Continuous Quality Improvement Model in Post-Certification Graduate Athletic Training Education Programs Jennifer C. Teeters, Michelle A. Cleary, Jennifer L. Doherty-Restrepo,
More informationROLE OF SELF-ESTEEM IN ENGLISH SPEAKING SKILLS IN ADOLESCENT LEARNERS
RESEARCH ARTICLE ROLE OF SELF-ESTEEM IN ENGLISH SPEAKING SKILLS IN ADOLESCENT LEARNERS NAVITA Lecturer in English Govt. Sr. Sec. School, Raichand Wala, Jind, Haryana ABSTRACT The aim of this study was
More informationUsing a Simulated Practice to Improve Practice Management Learning
640 October 2009 Family Medicine Practice Management Using a Simulated Practice to Improve Practice Management Learning Leigh LoPresti, MD; Patrick Ginn, MD, MBA; Robert Treat, PhD Background and Objectives:
More informationReasons Influence Students Decisions to Change College Majors
International Journal of Humanities and Social Science Vol. 7, No. 3; March 2017 Reasons Students Decisions to Change College Majors Maram S. Jaradat, Ed.D Assistant Professor of Educational Leadership,
More informationGridlocked: The impact of adapting survey grids for smartphones. Ashley Richards 1, Rebecca Powell 1, Joe Murphy 1, Shengchao Yu 2, Mai Nguyen 1
Gridlocked: The impact of adapting survey grids for smartphones Ashley Richards 1, Rebecca Powell 1, Joe Murphy 1, Shengchao Yu 2, Mai Nguyen 1 1 RTI International 2 New York City Department of Health
More informationASSESSMENT OF LEARNING STYLES FOR MEDICAL STUDENTS USING VARK QUESTIONNAIRE
ASSESSMENT OF LEARNING STYLES FOR MEDICAL STUDENTS USING VARK QUESTIONNAIRE 1 MARWA. M. EL SAYED, 2 DALIA. M.MOHSEN, 3 RAWHEIH.S.DOGHEIM, 4 HAFSA.H.ZAIN, 5 DALIA.AHMED. 1,2,4 Inaya Medical College, Riyadh,
More informationReviewed by Florina Erbeli
reviews c e p s Journal Vol.2 N o 3 Year 2012 181 Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5.
More informationR01 NIH Grants. John E. Lochman, PhD, ABPP Center for Prevention of Youth Behavior Problems Department of Psychology
R01 NIH Grants John E. Lochman, PhD, ABPP Center for Prevention of Youth Behavior Problems Department of Psychology Member: Psychosocial Development, Risk and Prevention Study Section UA Junior Investigator
More informationStudy Abroad Housing and Cultural Intelligence: Does Housing Influence the Gaining of Cultural Intelligence?
University of Portland Pilot Scholars Communication Studies Undergraduate Publications, Presentations and Projects Communication Studies 2016 Study Abroad Housing and Cultural Intelligence: Does Housing
More informationSchool, and Community
Utilizing Case Studies: School, and Community Connecting the Family, Audrey E. Wright and Cheri Heeren Abstract Case studies help future human service professionals understand the need to work collaboratively
More informationEnhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach
Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach Krongthong Khairiree drkrongthong@gmail.com International College, Suan Sunandha Rajabhat University, Bangkok,
More informationIMPROVING ICT SKILLS OF STUDENTS VIA ONLINE COURSES. Rozita Tsoni, Jenny Pange University of Ioannina Greece
ICICTE 2014 Proceedings 335 IMPROVING ICT SKILLS OF STUDENTS VIA ONLINE COURSES Rozita Tsoni, Jenny Pange University of Ioannina Greece Abstract Prior knowledge and ICT literacy are very important factors
More informationSaeed Rajaeepour Associate Professor, Department of Educational Sciences. Seyed Ali Siadat Professor, Department of Educational Sciences
Investigating and Comparing Primary, Secondary, and High School Principals and Teachers Attitudes in the City of Isfahan towards In-Service Training Courses Masoud Foroutan (Corresponding Author) PhD Student
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationUlrike C. Ryll 1,2, Carolien H. G. Bastiaenen 2, & Ann-Christin Eliasson 1
Physical & Occupational Therapy in Pediatrics, 37(2):199 209, 2017 C 2017 Ulrike C. Ryll, Carolien H. G. Bastiaenen, Ann-Christin Eliasson ISSN: 1541-3144 print / 1541-3144 online DOI: 10.1080/01942638.2016.1185498
More informationMonitoring Metacognitive abilities in children: A comparison of children between the ages of 5 to 7 years and 8 to 11 years
Monitoring Metacognitive abilities in children: A comparison of children between the ages of 5 to 7 years and 8 to 11 years Abstract Takang K. Tabe Department of Educational Psychology, University of Buea
More informationGuru: A Computer Tutor that Models Expert Human Tutors
Guru: A Computer Tutor that Models Expert Human Tutors Andrew Olney 1, Sidney D'Mello 2, Natalie Person 3, Whitney Cade 1, Patrick Hays 1, Claire Williams 1, Blair Lehman 1, and Art Graesser 1 1 University
More informationPSY 1010, General Psychology Course Syllabus. Course Description. Course etextbook. Course Learning Outcomes. Credits.
Course Syllabus Course Description This course is an introductory survey of the principles, theories, and methods of psychology as a basis for the understanding of human behavior and mental processes.
More informationSTEPS TO EFFECTIVE ADVOCACY
Poverty, Conservation and Biodiversity Godber Tumushabe Executive Director/Policy Analyst Advocates Coalition for Development and Environment STEPS TO EFFECTIVE ADVOCACY UPCLG Advocacy Capacity Building
More informationTeachers' attitudes towards inclusion
Rowan University Rowan Digital Works Theses and Dissertations 5-6-2003 Teachers' attitudes towards inclusion Dawn Giacchi Rowan University Follow this and additional works at: http://rdw.rowan.edu/etd
More informationSociology 521: Social Statistics and Quantitative Methods I Spring 2013 Mondays 2 5pm Kap 305 Computer Lab. Course Website
Sociology 521: Social Statistics and Quantitative Methods I Spring 2013 Mondays 2 5pm Kap 305 Computer Lab Instructor: Tim Biblarz Office: Hazel Stanley Hall (HSH) Room 210 Office hours: Mon, 5 6pm, F,
More informationProfessional Development and Training for Young Teachers in Russia
Professional Development and Training for Young Teachers in Russia Marina Pinskaya, Alena Ponomareva, Sergey Kosaretsky Received in February 2016 Marina Pinskaya Candidate of Sciences in Pedagogy, Lead
More informationAnalyzing the Usage of IT in SMEs
IBIMA Publishing Communications of the IBIMA http://www.ibimapublishing.com/journals/cibima/cibima.html Vol. 2010 (2010), Article ID 208609, 10 pages DOI: 10.5171/2010.208609 Analyzing the Usage of IT
More informationPUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school
PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school Linked to the pedagogical activity: Use of the GeoGebra software at upper secondary school Written by: Philippe Leclère, Cyrille
More informationA study of the capabilities of graduate students in writing thesis and the advising quality of faculty members to pursue the thesis
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 31 (2012) 5 9 WCLTA 2011 A study of the capabilities of graduate students in writing thesis and the advising quality
More informationDeveloping Students Research Proposal Design through Group Investigation Method
IOSR Journal of Research & Method in Education (IOSR-JRME) e-issn: 2320 7388,p-ISSN: 2320 737X Volume 7, Issue 1 Ver. III (Jan. - Feb. 2017), PP 37-43 www.iosrjournals.org Developing Students Research
More informationEnglish for Specific Purposes World ISSN Issue 34, Volume 12, 2012 TITLE:
TITLE: The English Language Needs of Computer Science Undergraduate Students at Putra University, Author: 1 Affiliation: Faculty Member Department of Languages College of Arts and Sciences International
More informationVan Andel Education Institute Science Academy Professional Development Allegan June 2015
Van Andel Education Institute Science Academy Professional Development Allegan June 2015 Science teachers from Allegan RESA took part in professional development with the Van Andel Education Institute
More informationStudent Morningness-Eveningness Type and Performance: Does Class Timing Matter?
Student Morningness-Eveningness Type and Performance: Does Class Timing Matter? Abstract Circadian rhythms have often been linked to people s performance outcomes, although this link has not been examined
More informationPost-intervention multi-informant survey on knowledge, attitudes and practices (KAP) on disability and inclusive education
Leonard Cheshire Disability and Inclusive Development Centre University College London Promoting the provision of inclusive primary education for children with disabilities in Mashonaland, West Province,
More informationCooking Matters at the Store Evaluation: Executive Summary
Cooking Matters at the Store Evaluation: Executive Summary Introduction Share Our Strength is a national nonprofit with the goal of ending childhood hunger in America by connecting children with the nutritious
More informationGRADUATE PROGRAM IN ENGLISH
brfhtrhr GRADUATE PROGRAM IN ENGLISH 1. General Information 2. Program Outline 3. Advising 4. Coursework 5. Evaluation Procedures 6. Grading & Academic Standing 7. Research & Teaching Assistantships 8.
More informationOPAC and User Perception in Law University Libraries in the Karnataka: A Study
ISSN 2229-5984 (P) 29-5576 (e) OPAC and User Perception in Law University Libraries in the Karnataka: A Study Devendra* and Khaiser Nikam** To Cite: Devendra & Nikam, K. (20). OPAC and user perception
More informationProcedia - Social and Behavioral Sciences 209 ( 2015 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 209 ( 2015 ) 503 508 International conference Education, Reflection, Development, ERD 2015, 3-4 July 2015,
More informationUCLA Issues in Applied Linguistics
UCLA Issues in Applied Linguistics Title An Introduction to Second Language Acquisition Permalink https://escholarship.org/uc/item/3165s95t Journal Issues in Applied Linguistics, 3(2) ISSN 1050-4273 Author
More information