Browsing by Subject "Curriculum and Instruction"
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Item Carlton, Catherine K., D.O.(1989-02-23) Carlton, Catherine K.; Stokes, C. RayDr. Carlton, daughter of osteopathic physician parents, was the first chairman of the TCOM Department of osteopathic principles, practices, and philosophy. She has practiced in the same Fort Worth location since 1938 as a general practitioner. Dr. Carlton, a past president of the Academy of Applied Osteopathy, shares her experience during the initial years of TCOM. Interviewed by C. Ray Stokes, February 23, 1989.Item Engaging Learners in Small and Large Classes(2010-01-01) Huang, Kun; Collins, VanneiseThis is the PowerPoint presentation of a workshop offered by the Center for Learning & Development at UNT Health Science Center. The workshop discusses a variety of instructional strategies aimed at engaging learners in active learning and higher order thinking.Item Expanding Library iPad Instruction: Developing and Analyzing a Mobile Technology Curriculum for First Year Clinical Students(2012-10-15) Whitehead, MicheleThe purpose of this study was to review student perceptions and the curriculum plan developed to meet the needs of first year clinical students required to purchase an iPad as part of the campus technology bundle for the 2012-2013 academic year. Under the instruction purview of the library, two areas of focus were determined in collaboration with the university’s IT department: Research and Point-of-Care Tools. A course was developed to guide users to iPad specific resources, increase proficiency with these tools, and enhance the students’ knowledge of research methodology. In order to create an effective program, a review of the current literature concerning mobile instructional technology and trends in academic medical libraries was employed. Statistics regarding user experience, training effectiveness, and preliminary mobile usage data were collected and analyzed to determine the impact of the implementation of the mobile device curriculum.Item Ferré, Gus, Ph.D.(1985-07-02) Ferré, Gus; Stokes, C. RayThe former vice president of academic affairs at North Texas State University, Dr. Ferré served as the first vice president for medical affairs at TCOM after its affiliation with NTSU in 1975. Interviewed by C. Ray Stokes, July 2, 1985.Item First Step in Course Planning: Writing Effective Learning Objectives(2012-01-01) Huang, KunA well-planned course begins with effective learning objectives that are well aligned with learning activities and assessments. This workshop targets writing learning objectives for medical and health science education. It provides a big picture of the role of learning objectives in a course, as well as the techniques in writing effective, measurable objectives. Example objectives are presented, and the ways to improve them are discussed.Item Higher Order Thinking (HOT) Learning Objective Generator (LOG)(2010-11-19) Savi, ChristineAn automated Learning Objective Generator (LOG) has been created by the CLD in assisting faculty with writing student learning outcomes.Item Integrating Public Health and Informatics into Undergraduate Medical Education: Utilization of an Innovative Bioterrorism Awareness Training Module(2003-08-01) Lippolis, L. CharoletteLippolis, L. Charolette, Integrating Public Health and Informatics into Undergraduate Medical Education: Utilization of an Innovative Bioterrorism Awareness Training Module. Master of Public Health (Dual-Degree, DO/MPH), August 2003, 19 pp., 5 tables, references, 15 titles. On October 4, 2001, the first case of inhalation anthrax in U.S. history due to an intentional human act was diagnosed; convincing even the most skeptical American that bioterrorism is a real and present threat in this country. Despite its emergence as an important medical and public health issue, a serious deficit in bioterrorism preparedness training has been recognized throughout the medical community, particularly in undergraduate medical education. In the face of the established need for bioterrorism awareness training, an overriding issue facing medical educators is how to incorporate more information into already over-packed curricula. The sheer volume of medical knowledge is becoming too vast to be taught by “traditional methods”. Integration of multiple subject areas, using a variety of presentation formats, is the key to providing medical students with the breadth and depth of skills and knowledge necessary to become competent physicians in the 21st century. This paper describes a unique adaptable, bioterrorism awareness training module designed for preclinical medical students that is inexpensive and will easily integrate into a wide variety of existing curricula. This course serves not only to educate students about bioterrorism and weapons of mass destruction, but in addition will increase their understanding of the Public Health system and disease reporting requirements, while providing experience in utilizing on-line resources for knowledge acquisition. The format for this course is based upon educational data derived from two different bioterrorism preparedness training modules presented to the first year osteopathic medical students in the academic years 2001-02 and 2002-03.Item Medical Students' Knowledge of and Attitudes About Complementary and Alternative Medicine Before and After an Integrated Clinical Experience Learning Module(2003-05-01) Stupski, Bernard A.; Scott Stoll; Muriel Marshall; Russell GamberStupski, Bernard A., Medical Students’ Knowledge of and Attitudes about Complementary and Alternative Medicine before and after an Integrated Clinical Experience Learning Module, Master of Science, May 2003, 2 pp., 2 tables, bibliography, 13 titles. Background: Complementary and Alternative Medicine (CAM) is an important health care trend that is drawing increasing attention from medical schools. An educational program, the Integrated Clinical Experience (ICE), was instituted at the Texas College of Osteopathic Medicine to address CAM for second year medical students. Methods: A thirty-five question survey developed to measure the students’ knowledge of and attitudes about CAM was given at the beginning and end of the ICE week. Results: Students had significantly more knowledge about CAM prevalence following the ICE week. Students perceived greater efficacy and relevance in education for certain CAM modalities and felt more likely to incorporate CAM into their clinical practice and use CAM for self care.Item Ogilvie, Charles D., D.O.(1984-01-18) Ogilvie, Charles D.; Stokes, C. RayThe first chairman of the department of medical humanities at TCOM and professor of radiology, Dr. Ogilvie retired from the full-time faculty in 1981 to return to his role as a country doctor in East Texas. He shares his experiences at TCOM as chairman of the Curriculum Committee, including the activities of the Task Force on Educational Goals, which designed the current TCOM Goals Statement and fostered the college’s innovative health-oriented medical curriculum. Interviewed by C. Ray Stokes, January 18, 1984Item Olson, C. Raymond, D.O.(1989-08-22) Olson, C. Raymond; Stokes, C. RayDr. Olson joined TCOM’s first clinical faculty in 1971 as professor of medicine. He later served as chairman of the department and, in 1971 as associate clinical dean. Dr. Olson was instrumental in developing the health-oriented curriculum of the college as a member of the Task Force on Educational Goals in 1978. Interviewed by C. Ray Stokes, August 22, 1989Item Preliminary Trial of a Survey Instrument to Detect Outcomes of Curriculum Reform in Osteopathic Manipulative Medicine(2004-05-01) von Lindeman, Alexa; Shores, Jay H.; Cruser, des Anges; Gamber, RusselVon Lindeman, Alexa. Preliminary Trial of as Survey Instrument to Detect Outcomes of Curriculum Reform in Osteopathic Manipulative Medicine. Master of Science (Clinical Research and Education), May 2004; 28 pp; 5 tables; 3 figures; references 17 titles. Purpose: To assess whether the attending physicians at the University of North Texas Health Science Center—Texas College of Osteopathic Medicine would perceive an increased student interest in osteopathy as well as show a personal increased interest in osteopathic principles and practice following a 2001 OMM curricular reform. Study Design: Surveys were mailed at the beginning and end of the 2002-2003 academic year. Responses were matched for pre-post comparisons. Results: Factor analysis identified 13 factors. ANOVA analysis did not achieve statistical significances between pre and post groups. Although regression analysis identified three factors that achieved statistical significance (p≤05), these were attributed to variables such as residency type, medical school and type of practice. Conclusion: The survey instrument was effective in detecting variables that influenced beliefs and practice. Future larger scale studies are needed to confirm the trends in the data.Item QEP Faculty Rubric: Demonstration(2011-01-13)QEP Faculty Rubric for demonstration higher order thinking skills.Item QEP Faculty Rubric: Identification(2011-03-27)QEP Faculty Rubric for identification of HOT strategies and techniques.Item Rubric Revision Examples(2011-05-05) Savi, ChristineThis presentation provides a step-wise approach to revising rubrics using best practice skills.Item Secondary Science Curriculum: Developing a Browser-Based Constructive Ecosystem(2004-08-01) Barrier, Ame R.; Reeves, Rustin; Shores, Jay H.; Rudick, Victoria L.Barrier, Ame R., Secondary Science Curriculum: Developing a Browser-Based Constructivist Ecosystem. Master of Science Education (Biomedical Sciences), August, 2004, 46pp, 1 software program, bibliography, 33 titles. The internship practicum report explores current research on the plausibility of incorporating technology based on guided inquiry into K-12 classrooms to increase student science achievement. Part of the practicum report is browser-based software designed for teaching an ecosystems unit and includes the materials for use in a guided inquiry classroom. Can browser-based science instruction designed along a guided inquiry approach increase student achievement in science education and be quantified when compared to didactic classroom methods? The practicum report and the materials developed are designed to provide a means for the eventual testing of technology infused guided inquiry against traditional didactic teaching in the K-12 science classroom and begin to answer this question.Item Starkey, Earle F., D.O.(1985-08-13) Starkey, Earle F.; Stokes, C. RayThe first full-time D.O. on the TCOM faculty, Dr. Starkey was chairman of the pathology department from 1974 to 1984. He retired September 1, 1986, and died on May 16, 1987, following heart surgery. Interviewed by C. Ray Stokes, August 13, 1985Item Stern, Paul, D.O.(1992-10-13) Stern, Paul; GallehughDr. Stern, Professor and Chairman of the Anesthesiology department discusses the history of the anesthesiology department and his accomplishments with regard to the school. Interviewed by Mr. Gallehugh, October 13, 1992Item Strategies to Assess Large Classes(2012-05-30) Kominski, CarolItem Teaching Psychomotor Skills(2013-07-02) Collins, Vanneise; Huang, KunThis PowerPoint surveys major theories about psychomotor learning, discusses best practices in teaching psychomotor skills, and provides examples and references regarding psychomotor skills teaching in several medical schools.Item Test Item Writing Examples(2011-05-05) Savi, ChristineThis presentation offers a step-wise approach to revising existing test items based on best practices.