225 Descriptive statistics for teachers' reported self-efficacy 226 Descriptive statistics for classroom environment 227 Teachers' characteristics and classroom disciplinary climate and teachers' self-efficacy 229 Teachers' professional development and classroom disciplinary climate and teachers' self-efficacy 231 Teaching practices, beliefs and attitudes and classroom disciplinary climate and ...

This paper discusses Betty’s Brain, a teachable agent in the domain of river ecosystems that combines learning by teaching with self-regulation mentoring to promote deep learning and understanding. Two studies demonstrate the effectiveness of this system. The first study focused on components that define student-teacher interactions in the learning by teaching task. The second study examined th...

Promoting clinical reasoning in undergraduate nursing students through application of the Outcome Present State Test (OPT) Model of Clinical Reasoning, is a challenge that can be successfully managed through effective teaching-learning strategies. Empirical evidence to support teaching strategies that foster both cognitive and metacognitive skill acquisition is limited. The purpose of this rese...

CONTEXT  A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of 'awareness' about intrapersonal and interpersonal proces...

BACKGROUND The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encour...

This study investigates the extent to which: (a) mathematics teachers' educational beliefs about mathematics change upon participation in professional development, and (b) teachers' educational background and teaching experience in mathematics contribute to their educational beliefs and to the change in these beliefs. Results showed that teachers significantly improved their educational beliefs...

Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers' self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medici...