Aim: The Oregon Consortium for Nursing Education (OCNE) Classroom Teaching Fidelity Scale was created to measure the implementation of the OCNE curriculum and its related pedagogy.
Background: OCNE is a partnership of eight community colleges and the five-campus state-supported university. OCNE developed a shared competency-based curriculum and pedagogical practices. An essential part of the OCNE evaluation was to measure the extent the curriculum and pedagogical model were implemented on each partner campus.
Method: The scale was developed using a multistep methodology, including review of the literature and OCNE guidelines and materials, frequent consultation with local and national advisory boards, and multiple observations of OCNE classrooms over a two-year period.
Results: Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSlON: The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts..
Introduction: Pediatric patients with complex cardiac diagnoses are at increased risk for physical, cognitive, and developmental complications. Formalized school support [i.e.
Objective: This study aimed to explore the effectiveness of combining fetal heart sequential cross-sectional scanning with drawing methods, mind mapping, and case-based learning (CBL) for training in fetal conotruncal anomalies (CA) screening.
Method: An experimental control method was employed. Doctors participating in continuing fetal ultrasound education were randomly divided into two groups.
Background: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID-19 pandemic.
Division of Plastic and Reconstructive Surgery, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts. Electronic address:
Introduction: As medical education increasingly incorporates digital methods such as video lectures, e-learning, and virtual meetings, it becomes crucial to evaluate the effectiveness of virtual classrooms in teaching surgical techniques. This study aims to assess whether live virtual classrooms can effectively convey surgical skills to medical students.
Methods: First- and second-y medical students were randomized to in-person or live-video sessions once a week, for 2 wk.
Academic Planning, Office of the Executive Vice Chancellor and Provost, North Carolina State University, 208 Holladay Hall, CB 7101, United States of America. Electronic address:
Health professions educators are not immune to the impact our lived experiences and associated cultures, including healthcare professional/higher education culture, can have on the development and manifestation of biases. These biases can impact students during the admissions process, their interactions with faculty in the classroom, selection for rewards and recognition, and access to research opportunities. Likewise, our colleagues can be affected during the hiring process, in their assignment to committees, and during the promotion and tenure process.
