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Current Chemistry Investigators (CCI): Development and Evaluation of a Scientist in a Classroom Electrochemistry Workshop.
J Chem Educ
October 2023
School of Chemistry, Trinity College Dublin, Dublin 2, Ireland.
Over the course of the COVID-19 pandemic, school students suffered from a reduction in opportunities to connect with higher education institutions, meet scientific role models in person, discuss scientific career options, and carry out hands-on practical laboratory activities. Current Chemistry Investigators (CCI) is a successful electrochemistry-based STEM career intervention program, developed and evaluated through a co-creation process with teachers and students. The goals of CCI are 2-fold: first, to provide school students with career advice through tangible scientific role models and, second, to provide real-world context for the fundamentals of electrochemistry through hands-on activities.
View Article and Find Full Text PDFObjective: We present a portable automatic kinetic perimeter based on a virtual reality (VR) headset device as an innovative and alternative solution for the screening of clinical visual fields. We compared the performances of our solution with a gold standard perimeter, validating the test on healthy subjects.
Methods: The system is composed of an Oculus Quest 2 VR headset with a clicker for participant response feedback.
The 3Dmol.js learning environment: a classroom response system for 3D chemical structures.
J Chem Educ
October 2020
Department of Computational and Systems Biology, University of Pittsburgh, Pittsburgh, PA 15260.
Classroom response systems are an important tool in many active learning pedagogies. They support real-time feedback on student learning and promote student engagement, even in large classrooms, by allowing instructors to solicit an answer to a question from all students and show the results. Existing classroom response systems are general purpose and not tailored to the specific needs of a chemistry classroom.
View Article and Find Full Text PDFThe Utility of Virtual Patient Simulations for Clinical Reasoning Education.
Int J Environ Res Public Health
July 2020
Postgraduate Clinical Training Center, Shimane University Hospital, 89-1, Enya-cho, Izumo shi Shimane 693-8501, Japan.
Virtual Patient Simulations (VPSs) have been cited as a novel learning strategy, but there is little evidence that VPSs yield improvements in clinical reasoning skills and medical knowledge. This study aimed to clarify the effectiveness of VPSs for improving clinical reasoning skills among medical students, and to compare improvements in knowledge or clinical reasoning skills relevant to specific clinical scenarios. We enrolled 210 fourth-year medical students in March 2017 and March 2018 to participate in a real-time pre-post experimental design conducted in a large lecture hall by using a clicker.
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