Browsing by Subject "Undergraduate"

Sort by: Order: Results:

Now showing items 1-3 of 3
  • Kapon, Shulamit; Laherto, Antti; Levrini, Olivia (2018)
    Pursuing both disciplinary authenticity and personal relevance in the teaching and learning of science in school generates tensions that should be acknowledged and resolved. This paper problematizes and explores the conceptualizations of these tensions by considering personal relevance, disciplinary authenticity, and common school science as three perspectives that entail different educational goals. Based on an analysis of the literature, we identify five facets of the tensions: content fidelity, content coverage, language and discursive norms, epistemic structure and standards, and significance. We then explore the manifestations of these facets in two different examples of the instruction and learning of physics at the advanced high school level in Israel and Italy. Our analysis suggests that (1) the manifestations of these tensions and their resolution are highly contextual. (2) While maintaining personal relevance and disciplinary authenticity requires some negotiation, the main tension that needs to be resolved is between personal relevance and common school science. (3) Disciplinary authenticity, when considered in terms of its full depth and scope, can be equipped to resolve this tension within the discipline. (4) To achieve resolution, teachers’ expertise should include not only pedagogical expertise but also a deep and broad disciplinary understanding.
  • Ilkka, Ville (Helsingfors universitet, 2017)
    Ultraäänikuvantamisen lääketieteellinen käyttö lisääntyy jatkuvasti tarvittavan laitteiston ja sen saatavuuden kehittymisen myötä. Aiemmissa tutkimuksissa lääketieteellisen kuvantamisen integrointi anatomian opetukseen on havaittu monin tavoin hyödylliseksi. Se asettaa opiskelun kliiniseen viitekehykseen, voi parantaa ymmärrystä rakenteiden keskinäisestä suhteesta ja lisätä kiinnostusta anatomian opiskelua kohtaan. Helsingin lääketieteellisessä tiedekunnassa liitettiin vuonna 2014 ultraäänitutkimukseen perustuva harjoitus osaksi ensimmäisen opiskeluvuoden elävän anatomian opetusta. Tutkimuksessa selvitettiin kyselyllä opiskelijoiden kokemuksia opetuksesta. 203 opiskelijasta 172 vastasi kyselyyn helmikuun 2017 aikana. Lähes kaikki pitivät opetusta hyödyllisenä (94%), kiinnostusta lisäävänä (93%) ja toivoivat radiologiaa hyödynnettävän anatomian opetuksessa aiempaa enemmän (91%). Vastanneista 79% koki integroidun ultraääniopetuksen tukevan oppimista. Erityisesti opetuksesta vaikuttivat hyötyvän aktiivisia opetusmenetelmiä suosivat opiskelijat. Tutkimuksen perusteella ultraääniharjoitus vaikuttaa olevan hyödyllinen lisä anatomian perusopetukseen. Se voi lisätä opiskelumotivaatiota ja innostaa anatomian opiskeluun havainnollistamalla sen tärkeyttä kliinisessä viitekehyksessä. Jatkossa tulisi perehdytystä kehittää edelleen ja harkita opetusmenetelmän tutkimista todellista oppimista kuvaavin mittarein.
  • Lehto, Juho T.; Hakkarainen, Kati; Kellokumpu-Lehtinen, Pirkko-Liisa; Saarto, Tiina (2017)
    Background: Education in palliative medicine (PM) at medical schools reveals wide variation despite the increasing importance of palliative care. Many universities present poor description of the benefits and detailed content of the total curriculum in PM. Using the recommendations of European Association for Palliative Care (EAPC) as a reference, we evaluated the content and outcomes of the curriculum in PM at the University of Tampere, Finland. Methods: We searched for a PM curriculum by examining the teaching offered by every specialty and compared it to EAPC recommendations. Students' knowledge was evaluated using a progress test over three consecutive years. Results: We found 53.5 teaching hours addressing PM issues, which exceeds the recommendation of the EAPC. Basics, symptom management, ethics, and communication skills were well established, while education in psychosocial/spiritual aspects, teamwork and self-reflection failed to reach the recommendations. Out of the maximum of 4.0, the progress test mean scores in PM among the third, fourth, fifth and sixth year students were 0.1 (SD 0.71), 0.69 (SD 1.28), 1.38 (SD 1.46) and 2.53 (SD 1.26), respectively (p <0.001). This growing knowledge was associated with the timely increase in teaching provided through the PM discipline. In addition, the students who completed the optional PM course achieved better mean scores (2.66; SD 1.27) than the others (1.33; SD 1.43) (p <0.001). Conclusions: The curriculum in PM at the University of Tampere is integrated into the teaching of many disciplines and complied well with the EAPC recommendations. This education led to increasing knowledge in PM among medical students.