This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001;Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n =240). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.
Objectives:To examine the relationship between study strategies and performance on a high stakes medical licensing exam entitled the United States Medical Licensing Examination Step 1.Methods:The action research project included seventy nine student participants at the Texas A&M Health Science Center College of Medicine during their pre-clinical education. Data collection included pre-matriculation and matriculation academic performance data, standardized exam data, and the Learning and Study Strategies Instrument. Multiple regression analyses were conducted. For both models, the dependent variable was the Step 1 score, and the independent variables included Medical College Admission Test, Undergraduate Grade Point Average, Year 1 Average, Year 2 Average, Customized National Board of Medical Examiners Average, Comprehensive Basic Science Exam score, and Learning and Study Strategy Instrument sub-scores. Model 2 added Comprehensive Basic Science Self-Assessment average.Results:Concentration (Model 1 - β = .264; Model 2 - β = .254) was the only study strategy correlated with Step 1 performance. The other statistically significant predictors were Customized National Board of Medical Examiners Average (β = .315) and Year 2 Average (β = .280) in Model 1 and Comprehensive Basic Science Self-Assessment Average (β = .338) in Model 2.Conclusions:There does appear to be a relationship between the study strategy concentration and Step 1 licensing exam performance. Teaching students to practice and utilize certain techniques to improve concentration skills when preparing for and taking exams may help improve licensing exam scores.
Integrating interprofessional education (IPE) activities and curricular components in health professions education has been emphasized recently by the inclusion of accreditation standards across disciplines. The Interprofessional Education Collaborative (IPEC) established IPE competencies in 2009, but evaluating how activities link to competencies has not been investigated in depth. The purpose of this project is to investigate how well two IPE activities align with IPEC competencies. To evaluate how our IPE activities met IPEC competencies, we developed a checklist and an observation instrument. A brief description of each is included as well as the outcomes. We analyzed Disaster Day, a simulation exercise that includes participants from Nursing, Medicine, and Pharmacy, and Interprofessional Healthcare Ethics (IPHCE), a course that introduced medical, nursing, and pharmacy students to ethical issues using didactic sessions and case discussions. While both activities appeared to facilitate the development of IPE competencies, Disaster Day aligned more with IPEC competencies than the IPHCE course and appears to be a more comprehensive way of addressing IPEC competencies. However, offering one IPE activity or curricular element is not sufficient. Having several IPE options available, utilizing the tools we developed to map the IPE curriculum and evaluating competency coverage is recommended.
This article examines a rural elementary school’s first year of implementation of a comprehensive school reform model, Accelerated Schools Plus. Teachers at this school were found to engage in literacy teaching practices consistent with moderately (but not high) performing schools, with strengths such as high levels of student engagement and relatively frequent coaching of students, and weaknesses such as infrequent teaching of comprehension and an almost exclusive use of passive instruction such as recitation. The reform model purports to help teachers to recognize such strengths and weaknesses, however, a focus on standardized test scores and accountability hampered teachers’ implementation of the reform model.
Implementing interprofessional programs can be challenging. As we worked toward initiating our interprofessional certificate and master's program, it was apparent that we had a need for a system of communication and collaboration. The system we developed and describe helped us to build an interprofessional partnership and successfully implement our program.In the summer of 2012, the Texas A&M Health Science Center received approval for an interprofessional certificate and master's program entitled Education for Healthcare Professionals (EDHP). During the process of establishing the various courses, recruiting faculty, advertising the program, and admitting and registering students, lessons about how to best navigate the implementation process were learned. Getting the stakeholders on board, developing curricular elements, locating resources, and other logistical factors were essential elements to insure that the EDHP program would be successful.
One challenge in increasing active learning in medical schools is facilitating faculty buy-in. Faculty buy-in is a crucial component in the successful implementation of active learning strategies such as team-based learning. This paper examines a model for eliciting faculty buy-in that was used to introduce team-based learning to faculty.Increasing active learning opportunities in medical education is essential due to accreditation standards and the effort to facilitate the development of life-long learners. Since many faculty have not received formal education regarding instructional techniques that promote active learning, the Office of Medical Education was tasked with providing faculty development on how to design and deliver instruction utilizing different active learning strategies. Our first faculty development workshop on active learning introduced the faculty to team-based learning (TBL). Realizing that faculty buy-in was crucial to the successful implementation of this instructional strategy, we decided to adopt a Do One, See One, Teach One model. The model is based on the experiential learning cycle where concrete experiences become the basis for observation and reflection which leads to actions actively tested by the learner [1].Why TBL instead of another modality? Since quality healthcare today is provided by teams, techniques which focus on learning and problem solving in a team format were investigated. After investigating several modalities that utilize a team format, such as problem-and case-based learning, it appeared that TBL, a small group, collaborative instructional method where learners are not just exposed to course content but use that information to solve problems, was the best fit for our institution for several reasons. The sessions can be held in large classrooms and facilitators are not needed for each group and TBL is associated with improvement in academic performance [2-5], increased learner engagement [6,7], fostering critical reasoning and problem solving [8], and increased collaboration among faculty members [5].The Office of Medical Education began by focusing on locating faculty who might be interested in piloting TBL. To introduce the TBL process to the faculty throughout the College of Medicine, four workshops were developed and offered. Since faculty buy-in has been identified as a vital factor in the successful implementation of TBL [5,9], a primary objective of the workshop was to elicit faculty interest and buy-in. It was determined that the most effective way of getting buy-in for this "new teaching method" was to provide a concrete experience which engaged them in the TBL process. Active learning not only aids in understanding but also serves as a motivator [10]. With this in mind, the TBL workshop was designed by modifying the traditional See One, Do One, Teach One model and changing it to a Do One, See One, Teach One model.The Office of Medical Education implemented four different 1.5-h TBL workshops which utilized this model. Our office has discovered that faculty ...
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