Microteaching

Singh, Tejinder

doi:10.5005/jp/books/11904_28

Cited by 3 publications

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“…In recent years, with the introduction and practice of the new forms of teaching methods such as micro-teaching, it has been proved to have better effects than the traditional teaching method [4] [5]. Micro-teaching has been translated into several Chinese versions, but its main feature is to use video, audio and other means to collect the student's operation process, and then play back and analyze it so that the educated student can have a comprehensive, intuitive and in-depth understanding of its own image, and analyze and evaluate from students themselves, other students, teachers and other different perspectives, but also enable educators to fully understand the situation of each student, perform the assessment, analyze the evaluation and guide the training to achieve the best teaching effect [6].…”

Section: Discussionmentioning

confidence: 99%

Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students

You¹,

Liu²

2019

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Objective: To explore the application effect of micro-teaching in the training of intravenous indwelling needle for clinical nursing students. Methods: A total of 102 undergraduate nursing students who were interned in our department from July 2016 to February 2018 were assigned randomly to the experimental group and the control group, 51 for each. The traditional teaching method was used in the control group for the training of intravenous indwelling needle infusion skills, whereas the micro-teaching method was used in the experimental group. Before the end of the internship, the two groups of interns were given a score test of intravenous indwelling needle infusion skills and an anonymous questionnaire survey on teaching effects. Results: The results of the skill test showed that the total scores of the control group and the experimental group were (76.73 ± 1.67) and (84.12 ± 1.90), respectively, and the difference was statistically significant (p < 0.01). According to the questionnaire survey, the percentage of the students in experimental group who had a positive attitude toward teaching methods, interest in learning, self-learning ability, and learning efficiency, was higher than that in the control group, and there was a statistical significance (p < 0.05). Conclusion: Microteaching can effectively promote the nursing students' mastery of intravenous indwelling needle infusion skills, stimulate interest in learning, improve self-learning ability, improve learning efficiency and achieve satisfactory teaching effects.

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Section: Discussionmentioning

confidence: 99%

Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students

You¹,

Liu²

2019

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“…It is to run a risk but, in Singh's words, "in recognizing, reading, and becoming vulnerable to failure-we participate in new emergences, new possibilities for nonmasterful relations." 37 My own situation as a scholar demands a "politics of listening" which is clearly "located within specific contexts of power and privilege." 38 Those contexts are entangled with the object of study and the routes by which it journeyed.…”

Section: Eccentric Connections Situated Listeningmentioning

confidence: 99%

Reflections

Gregg¹

2022

Eighteenth-Century Fiction

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In my recent history of Eighteenth Century Collections Online (ECCO), the case study of Patrick Browne’s The Civil and Natural History of Jamaica (1756, 1789) focuses on bibliography and technology to illuminate a story of remediation. The case study was silent, however, on how this book was imbricated in the system of Atlantic enslavement and colonialism. My Reflections essay attempts to redress this erasure by recognizing that the field of eighteenth-century studies is entangled within the legacies of global colonialism and by drawing on anti-racist and decolonial reading strategies. This essay intersects with postcolonial and decolonial approaches to digital humanities, book history, and the archives of the Caribbean and the Black Atlantic. It traces the routes across time and place of two book copies, connecting biography, provenance, archives, the violent histories of place and geography, the neo-colonial conditions of digital publishing and technology, and the contexts of power and privilege of my own situation as a white scholar.

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“…Feedback from peers can be best sought by using a model of microteaching called as 21 st century Microteaching or MT2, proposed by Allen and Wang. 5 This is a modified version of the original model of Microteaching proposed by Allen and Ryan at Stanford University in the 1960s. They modified the model because of the fallacies which they observed.…”

Section: Tip 11: Obtain Feedbackmentioning

confidence: 99%

Twelve tips for taking effective Lectures

2020

JETHS

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Lectures are ubiquitous and here to stay. The traditional lecture is not so effective in developing the vital skill of critical thinking in medical students. In addition, students are passive recipients of information in such a lecture. In this article, a number of tips have been put forth to make the traditional lecture effective (facilitate learning). These include preparing adequately for a lecture, explaining clearly and in an interesting manner, using educational media effectively, planning the opening of the lecture, giving analogies and using extra-verbal messages effectively. Obtaining feedback through microteaching (MT2), and reflecting on one's performance are also required to advance one's skill at lecturing."A good lecture is like a miniskirt; long enough to cover the subject, but short enough to be interesting."Adapted from TED speaker Celeste Hadlee's quote on a conversation in her TED Talk '10 ways to have a better conversation.' 1

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Microteaching

Cited by 3 publications

References 0 publications

Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students

Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students

Reflections

Twelve tips for taking effective Lectures

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