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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 35 1 АКТУАЛЬНЫЕ ТЕНДЕНЦИИ ЦИФРОВИЗАЦИИ ИНОЯЗЫЧНОГО ОБУЧЕНИЯ В НЕЯЗЫКОВОМ ВУЗЕ ... : CURRENT TRENDS IN DIGITALIZATION OF FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY ... Е.Б. Манахова. - : Мир науки, культуры, образования, 2022 BASE Show details 2 Practice Gives Skill: Preparing Students to Present Evidence in Clerkships Capdarest-Arest, Nicole; Studer, Amy C. - : eScholarship, University of California, 2021 Abstract: Practice Gives Skill: Preparing Students to Present Evidence in Clerkships AmyC.Studer, RN, MSN, MSLIS,AHIPa and Nicole Capdarest-Arest, MA(LIS),AHIPa aBlaisdellMedical Library, University of California – Davis, Sacramento, CA ABSTRACT Idea: Building an evidence-based practice module using principles of self-directed learning to prepare medical students to present evidence in clerkship. Need & Rationale: Our Transition to Clerkship (T2C) course occurs immediately prior to starting of clerkship rotations and includes an evidence-based medicine (EBM) module. T2C had been synchronous and in-person for all Year 3 medical students, but due to the COVID-19 pandemic, content needed to be revised to be delivered virtually. This prompted the instructors of the EBM module to re-envision the content to increase emphasis on the main module deliverable: a practice oral evidence presentation. This deliverable was also identified for increased emphasis from prior years’ students and course faculty leaders. Furthermore, it addresses Core Entrustable Professional Activities1andidentified needs to practice oral presentation2-4. The content was revised to be asynchronous and to further develop learner skills in finding evidence related to a clinical question, synthesizing that evidence, and then supportively practicing5the new skill of presenting an oral evidence synthesis for a clinical setting. Methods: Learning objectives for the EBM module focused on: 1) identifying tools for finding evidence at the point of care, 2) using effective search strategies for finding evidence, including guidelines, 3) synthesizing evidence into a brief oral evidence presentation, 4) practicing delivery of an oral evidence presentation, including giving and receiving feedback. Instructors provided learners with frameworks and instructions to support their success with the activities, which were designed to be accomplished in 2 - 3 hours. The module consisted of pre-work and a paired activity. The pre-work focused on context for clinical oral evidence syntheses and on finding quality evidence. The paired activity consisted of selecting from a menu of topics, finding a relevant guideline and a primary study, synthesizing evidence found, recording and presenting a brief oral update to a peer, and providing peer feedback.To encourage self-direction as well as teamwork5, learners were asked to complete the pre-work and organize with their pre-assigned partner an online meeting to practice presenting the oral brief as well as providing feedback according to a rubric for one another.Learners each submitted and recorded a video of themselves delivering their brief evidence oral presentation. In this format, learners are able to deliberately practice an oral evidence presentation in a safe environment assuring a supported practice opportunity before moving into the clinical environment2,4. Evaluation Plan: Instructorsreviewed each student’s submitted video based on the peer feedback rubric and then provided aggregate feedback to the students. Instructors also reviewed all of the submitted peer feedback forms with an eye to how learners analyzed each other’s performance. Both instructors agreed that this was a more effective way to assess the quality of student work related to the activity and their ability to provide constructive peer feedback. Instructors also asked learners to provide (optional) immediate feedback about the EBM module. Students responded that the instruction was effective and that they appreciated the overall organization and structure, learning how to find guidelines, and the opportunity to practice presenting in a safe environment. The School of Medicine also solicited student feedback about the EBM module, with largely positive results. In preliminary feedback, most students who rated the module rated it as very effective (in line with or better than other sessions in T2C). There were many favorable student comments such as, “I loved the EBM project and found it especially useful specifically to 3rd year.” Instructors were impressed by the high level of engagement that students demonstrated for the activities in this module, as compared with prior years’ in-person sessions.In the future, instructors hope to seek additional feedback from learners once they are further along in clerkship rotations and integrate further goal-directed practice. Potential Impact on the Field or Beyond: Synthesizing and orally presenting evidence in the clinical space is a core skill1 requiring practice and feedback. Providing measurable, skills-based learning activities immediately applicable across all clerkships will help learners more readily succeed and perform in clinic. Keywords: third-year medical students; medical education; evidence-based practice; presentation skills; peer feedback; asynchronous learning; transition to clerkship; use of technology; online learning References 1. Association of American Medical Colleges. Core EPA Publications and Presentations. 2020. 2020; https://www.aamc.org/what-we-do/mission-areas/medical-education/cbme/core-epas/publications.Accessed September 25, 2020.2. Van Ginkel S, Gulikers J, Biemans H, Mulder M. Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education.Educational Research Review.2015;14:62-80.3. Ireland C. Apprehension felt towards delivering oral presentations: a case study of accountancy students.Accounting Education.2020;29(3):305-320.4. Haber RJ, Lingard LA. Learning oral presentation skills: a rhetorical analysis with pedagogical and professional implications.J Gen Intern Med.2001;16(5):308-314.5. Lerchenfeldt S, Mi M, Eng M. The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review.BMC medical education.2019;19(1):321.6.AronowitzP, Chen D. Daily Update Oral Presentation Podcast [Internet]: podtail; 2016. Podcast. Available from:https://podtail.com/en/podcast/mountainlion/daily-update-oral-presentation-podcast/ Keyword: asynchronous learning; evidence-based practice; medical education; online learning; peer feedback; presentation skills; third-year medical students; transition to clerkship; use of technology URL: https://escholarship.org/uc/item/35v1r470 BASE Hide details 3 Онлайн-курс в системе смешанного обучения и его лингводидактический потенциал ... : Online-course within blended learning and its lingo-didactic potential ... Ivanova, Olga. - : Society. Communication. Education, 2021 BASE Show details 4 Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ... Shtaltovna, Yuliya. - : Mendeley, 2021 BASE Show details 5 Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ... Shtaltovna, Yuliya. - : Mendeley, 2021 BASE Show details 6 Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ... Shtaltovna, Yuliya. - : Mendeley, 2021 BASE Show details 7 АДАПТАЦИЯ К НОВОЙ ЭРЕ ОБРАЗОВАНИЯ ... : ADAPTING TO THE NEW ERA OF EDUCATION ... Асанова Светлана А. - : Cross Cultural Studies: Education and Science, 2021 BASE Show details 8 ФОРМИРОВАНИЕ УНИВЕРСАЛЬНЫХ КОМПЕТЕНЦИЙ СТУДЕНТОВ ПРИ УЧАСТИИ В РАБОТЕ ДИСКУССИОННОГО КЛУБА ... : STUDENTS’ UNIVERSAL COMPETICIES FORMATION IN THE DISCUSSION CLUB PARTICIPATION ... М.А. Исайкина. - : Иностранные языки в контексте межкультурной коммуникации, 2021 BASE Show details 9 ОЦЕНКА ЭФФЕКТИВНОСТИ ИНТЕГРАЦИИ СОЦИАЛЬНЫХ СЕТЕЙ В ПРОЦЕСС ИЗУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ ... : ASSESSMENT OF EFFICIENCY OF INTEGRATION OF SOCIAL NETWORKS IN THE PROCESS OF LEARNING FOREIGN LANGUAGES ... Лукина Дарья Андреевна. - : Colloquium-journal, 2021 BASE Show details 10 Flexibility is the watchword Rossomondo, Amy. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020 BASE Show details 11 A Computational Theory for the Emergence of Grammatical Categories in Cortical Dynamics ... Dematties, Dario; Rizzi, Silvio; Thiruvathukal, George K.. - : Zenodo, 2019 BASE Show details 12 A Computational Theory for the Emergence of Grammatical Categories in Cortical Dynamics ... Dematties, Dario; Rizzi, Silvio; Thiruvathukal, George K.. - : Zenodo, 2019 BASE Show details 13 A Computational Theory for the Emergence of Grammatical Categories in Cortical Dynamics ... Dematties, Dario; Rizzi, Silvio; Thiruvathukal, George K.. - : Zenodo, 2019 BASE Show details 14 Sentiment analysis and review ranking using Naïve Bayes with weights in online social networks NC DOCKS at The University of North Carolina at Greensboro; Joyce, Brandon. - 2019 BASE Show details 15 THE EFFECTIVENESS OF ONLINE VS. FACE-TO-FACE INSTRUCTION IN MANDARIN CHINESE LANGUAGE COURSES IN MONTANA HIGH SCHOOLS CHEN, SUHAN In: Graduate Student Theses, Dissertations, & Professional Papers (2019) BASE Show details 16 Equitable access to learning opportunities when the minorities have become the majority ... Saguilan, Kimberly Ariya. - : University of Southern California Digital Library (USC.DL), 2018 BASE Show details 17 Brain Journal-Auto-Generative Learning Objects In Online Assessment Of Data Structures Disciplines-Figure 4. Online Test Assessment Example ... Ciprian-Bogdan Chirila. - : Zenodo, 2017 BASE Show details 18 Brain Journal-Auto-Generative Learning Objects In Online Assessment Of Data Structures Disciplines-Figure 4. Online Test Assessment Example ... Ciprian-Bogdan Chirila. - : Zenodo, 2017 BASE Show details 19 Online Identities of Taiwanese and Japanese EFL Learners ; 臺灣和日本英語學習者的線上身份特徵 Tim Newfields. - : 東洋大学経済研究会, 2017 BASE Show details 20 “You Have to be Willing to Look Like an Idiot Sometimes”: Teacher Experiences of the State of Bilingualism in French Classrooms in Ontario Wright, Rachel E.. - 2017 BASE Show details Page: 1 2

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