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Scholarly teaching involves the careful integration of best practices for improvements in student learning. In a cyclical manner, the scholarly teacher consults the literature around teaching and learning and translates best practices into their institutional context to guide their teaching-learning experience. Scholarly teaching is informed by evidence, theory, and critical reflection.
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Abstract: For decades, the vehicle of choice for idea transfer has been Microsoft’s PowerPoint. PowerPoint gives the orator a plethora of options in the design of a presentation. Choosing configurations for the most effective presentation can prove daunting, and even professional presentations bear witness to the difficulty of choosing wisely. Guidelines based on a collection of basic human factors/ergonomics principles and a few empirical studies are presented for effective PowerPoint presentations.
Objective. The aim of our study was to investigate which text-background (TB) color combinations improve legibility and pleasantness of texts either presented on a computer screen or projected on a wider surface.
Background. Our work stems from the observation that multimedia presentations, even those by professionals in visual disciplines, are often spoiled by illegibility, which affects readability and the pleasantness of attending to such presentations.
Methods. We investigated this problem through three experiments. Experiment 1 assessed the best TB color combinations in slides presented on a laptop. Experiment 2 verified the correlation between legibility and pleasantness for TB presentations. Experiment 3 investigated the legibility of a slide projected on a wide screen in different room lighting conditions. In all experiments participants expressed a rating score for stimulus legibility or pleasantness.
Results. Experiments 1 and 3 showed that it is best to have a dark text on a light background for both displayed and projected texts. Experiment 2 showed that pleasantness is tightly correlated with legibility, though legibility depends on contrast between text and background.
Conclusions. Our findings are not in complete agreement with the literature concerning legibility of text displayed on a computer screen, and they are in contrast with the common belief that for projection purposes it is best to have a light text on a dark background.
Abstract:
Objective. To determine whether a high-fidelity simulation technique compared with lecture would produce greater improvement in advanced cardiac life support (ACLS) knowledge, confidence, and overall satisfaction with the training method.
Design. This sequential, parallel-group, crossover trial randomized students into 2 groups distinguished by the sequence of teaching technique delivered for ACLS instruction (ie, classroom lecture vs high-fidelity simulation exercise).
Assessment. Test scores on a written examination administered at baseline and after each teaching technique improved significantly from baseline in all groups but were highest when lecture was followed by simulation. Simulation was associated with a greater degree of overall student satisfaction compared with lecture. Participation in a simulation exercise did not improve pharmacy students’ knowledge of ACLS more than attending a lecture, but it was associated with improved student confidence in skills and satisfaction with learning and application.
Conclusions. College curricula should incorporate simulation to complement but not replace lecture for ACLS education.
Abstract:
Objective. To assess the impact of an advanced cardiac life support (ACLS) simulation on pharmacy student confidence and knowledge.
Design. Third-year pharmacy students participated in a simulation experience that consisted of team roles training, high-fidelity ACLS simulations, and debriefing. Students completed a pre/postsimulation confidence and knowledge assessment.
Assessment. Overall, student knowledge assessment scores and student confidence scores improved significantly. Student confidence and knowledge changes from baseline were not significantly correlated. Conversely, a significant, weak positive correlation between presimulation studying and both presimulation confidence and presimulation knowledge was discovered.
Conclusions. Overall, student confidence and knowledge assessment scores in ACLS significantly improved from baseline; however, student confidence and knowledge were not significantly correlated.
Abstract: In this essay, we explore definitions and taxonomies of the Scholarship of Teaching and Learning (SoTL) and present a model of the Dimensions of Activities Related to Teaching (DART) which provides a context for SoTL along two dimensions: public/private and systematic/informal. The four quadrants: practice of teaching, sharing about teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process. We explore the relationship of SoTL to the Boyer model of scholarship, to teaching excellence, and to scholarship, ending with an argument for the importance of SoTL to the Academy.
Abstract: This chapter distinguishes among the concepts and practices of scholarly teaching and the scholarship of teaching. It focuses on the ongoing cycle that begins with the scholarly process and can lead to improved teaching practice, scholarly publications, and presentations.
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