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How to Integrate Neuroethics into a Neuroscience Course - And Drive Student Engagement with Core Concepts.
J Undergrad Neurosci Educ
December 2024
Berman Institute of Bioethics, Johns Hopkins University, Baltimore, MD 21205; Center for Teaching Excellence and Innovation, Johns Hopkins University, Baltimore, MD 21205.
Students are thinking about ethical, moral, and societal implications of science-as individuals and communities- regardless of whether these topics are part of formal curricula. Ethical questions can arise from broad neuroscientific questions (What is consciousness?), emerging topics (e.g.
View Article and Find Full Text PDFInternational trends in the implementation of assessment for learning : Implications for policy and practice in a post-COVID world.
Policy Futur Educ
January 2025
Australian Catholic University, Brisbane, QLD, Australia.
This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classroom assessment policies and practices.
View Article and Find Full Text PDFA case study: exploring the impact of 3D printed models on cognitive integration during clinical skills training.
Can Med Educ J
December 2024
Department of Medical Education, University of Illinois College of Medicine, Illinois, USA.
Background: Cognitive integration occurs when trainees make conceptual connections between relevant knowledges and is known to improve learning. While several experimental studies have demonstrated how text and audio-visual instruction can be designed to enhance cognitive integration, clinical skills training in real-world contexts may require alternative educational strategies. Introducing three-dimensional (3D) printed models during clinical skills instruction may offer unique learning opportunities to support cognitive integration.
View Article and Find Full Text PDFEffect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design.
BMC Med Educ
January 2025
Nursing and Midwifery Care Research Center, Department Of Community Health and Geriatric Nursing, Iran University of Medical Sciences, Tehran, Iran.
Background And Purpose: The purpose of reflection in the learning process is to create meaningful and deep learning. Considering the importance of emphasizing active and student-centered methods in learning and the necessity of learners' participation in the education process, the present study was conducted to investigate the effect of flipped classroom teaching method on the amount of reflection ability in nursing students and the course of professional ethics.
Study Method: The current study is a quasi-experimental study using Solomon's four-group method.
Pharmacy students' perspective on remote flipped classrooms in Malaysia: a qualitative study.
J Educ Eval Health Prof
January 2025
School of Pharmacy, Monash University Malaysia, Bandar Sunway, Malaysia.
Purpose: This study aimed to explore pharmacy students' perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
Methods: A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19-24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic (2020-2021).
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