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Pediatric and Congenital Cardiology, Cardiac Surgery and Intensive Care

為了解決Teaching quality的問題，作者 這樣論述：

Eduardo M. da Cruz is the Associate Medical Director of the Heart Institute, Head of the Pediatric Cardiac Critical Care Program and Director of the Cardiac Intensive Care Section and Inpatient Services at Children’s Hospital Colorado, University of Colorado Denver, School of Medicine. He has had an

international life career in Portugal, Costa Rica, France, United Kingdom, Switzerland and the United States of America. He trained in Medicine and then in Pediatrics at the Universidad de Costa Rica and the Hospital Nacional de Niños in San José, Costa Rica, and then pursued a fellowship in pediat

ric cardiology and intensive care in Paris, France (Hôpital Necker-Enfants Malades, Université René Descartes-Paris V- La Sorbonne). After completing his training, Eduardo stayed in Europe as an attending physician until 2007, when he joined the cardiovascular team at Children’s Hospital Colorado in

Denver, USA, where he currently holds the title of Tenured Professor of Pediatrics, Pediatric Cardiology & Intensive Care. He has close to 30 years of experience in the medical and perioperative management of neonates, children and young adults with complex congenital or acquired heart disease, inc

luding heart transplant, mechanical assistance and quality improvement, safety, clinical effectiveness, stewardship, and crew resource management. He is actively involved in clinical and translational research and teaching in the fields of pediatric cardiology and cardiac intensive care, has deliver

ed close to 300 international lectures, and is a reviewer for 28 peer-reviewed journals, and the Editor or Co-Editor of eight CICU textbooks, including the reference entitled Pediatric and Congenital Cardiology, Cardiac Surgery and Intensive Care (Springer-Verlag UK), a major textbook and e-book/e-r

eference with 6 volumes and close to 4000 pages (Editor-in-Chief) and the first Textbook dedicated to the Intensive Care of Adults with Congenital Heart Disease (Editor-in-Chief). He has published 80 book chapters and more than 100 manuscripts in peer-reviewed journals. He is the Emeritus Founder of

the Working Group on Pediatric Cardiac Intensive Care of the Association for the European Pediatric and Congenital Cardiology (AEPC), Past-Chair and founder of the Section on Pediatric and Congenital Cardiac Intensive Care & Mechanical Circulatory Support of the European Society of Pediatric and Ne

onatal Intensive Care (ESPNIC), a former Board Member of the Congenital Domain of the European Association for Cardio-Thoracic Surgery (EACTS), member of the Society of Pediatric Research (SPR), the European Society of cardiology (ESC) and of multiple other international Societies. Eduardo da Cruz i

s also an Expert Reviewer for the European Commission Horizon 2020 Project, and the President and Chair of the Board of Surgeons of Hope Foundation, a United Nations-affiliated Non-Governmental Organization based in New York, USA. In 2019, he was the recipient of the American College of Cardiology D

istinguished Service Award.Dr. Dunbar Ivy began his medical career at Tulane University School of Medicine following his premedical studies at Davidson College. While at Tulane, he became excited about a career in Pediatric Cardiology under the mentorship of Dr Arthur Pickoff. He then obtained train

ing in General Pediatrics at the University of Colorado School of Medicine in Denver, Colorado. Early mentors in Pediatric Cardiology included Drs. Michael Schaffer and Henry Sondheimer. Interest in altitude related illness and pulmonary hypertension in congenital heart disease were fostered by Dr R

obert Wolfe on the clinical side and Drs Steve Abman and John Kinsella in the fetal sheep laboratory while a fellow in Pediatric Cardiology at the University of Colorado. Following fellowship, he became a research instructor under the guidance of Dr Mark Boucek, who encouraged him to pursue a career

as a clinician scientist. During his time as a Bugher fellow, he obtained early grants from the March of Dimes and American Heart Association regarding the role of endothelin in the perinatal pulmonary circulation. This work transitioned into a National Institutes of Health K-08 award to continue t

o study molecular derangements in the endothelin pathway in models of pulmonary hypertension. In 2003 Dr Ivy took the position of Chief of Pediatric Cardiology and Selby’s Chair of Pediatric Cardiology. His research focus became more clinical and translational. As Director of the Pediatric Pulmonary

Hypertension Program, he began early clinical studies of medical therapy in children, including the use of intravenous epoprostenol, subcutaneous treprostinil, and oral bosentan. He began to work with Dr Robin Shandas regarding measurement of right ventricular afterload in children with pulmonary h

ypertension in an NIH sponsored Specialized Centers of Clinically Oriented Research grant headed by Dr Kurt Stenmark. Further work on ventricular vascular coupling has continued with NIH funding. Dr Ivy was the inaugural Chairman of the first Pediatric Pulmonary Hypertension taskforce at the World S

ymposium of Pulmonary Hypertension in Nice, France in 2013. Dr. Ivy is a member of multiple societies, and has published over 250 peer reviewed manuscripts.Dr. James Jaggers was born and raised in Western Nebraska. He completed medical school at the University of Nebraska Medical Center in Omaha Neb

raska. He then completed General Surgery at the Oregon Health Sciences University in Portland Oregon and Thoracic Surgery training at the University of Colorado Health Sciences Center in Denver, where he also completed a Pediatric Cardiac Surgery Fellowship at The Childrens Hospital In Denver. From

there, his first Faculty position was as assistant professor of Surgery at Duke University Medical Center where he rose to the rank of Associate Professor with tenure and Chief of Pediatric Cardiac Surgery and Director of the Duke Pediatric Heart Institute. During his time as chief of Pediatric Card

iac Surgery at Duke, Dr. Jaggers directed the pediatric cardiovascular surgery laboratory and mentored many research fellows. He was principal and co-principal investigator on two basic Science NIH grants and one Pediatric Heart Network NHLBI sponsored multicenter study. In 2010, Dr. Jaggers moved t

o the University of Colorado and Children’s Hospital Colorado where he is now the Barton Elliman Chair of Congenital Cardiac Surgery and Professor of Surgery. Dr. Jaggers’s Clinical focus is in all areas of Congenital Cardiac Surgery including complex neonatal repairs, single ventricle surgery, hear

t transplantation and surgery for connective tissue disorders. He has special interest in quality, safety and effective care for children. He is also the program director for the University of Colorado’s Congenital cardiac surgery training program. His research interests include Stem cell delivery t

o improve heart function in children with complex congenital heart disease, and laboratory research in investigation into the protein signaling of aortic stenosis and uncompensated cardiac hypertrophy and myocardial dysfunction. Dr. Jaggers is a member of multiple Societies, and has published over 1

40 peer reviewed manuscripts, published 30 book chapters and is a reputed national and international educator and lecturer.

Teaching quality進入發燒排行的影片

以線上三級介入模式提升國中普通班教師正向行為支持知識之研究

為了解決Teaching quality的問題，作者潘淳威 這樣論述：

本研究目的為探討以線上三級介入模式提升國中普通班教師正向行為支持知識之成效以及看法。研究方法採單一受試實驗之變更情境設計，以6名國中普通班教師為研究參與者，採用三級介入模式進行線上培訓，依序以自學、團體工作坊、一對一教練方式進行，每一階段評量結果未達90%之參與者進入下一階段接受介入，介入完成後填寫回饋調查。將所蒐集之量化資料進行視覺分析，並統整參與者回饋等相關質性資料，得到以下發現。一、 以線上三級介入模式實施正向行為支持課程，有2位教師能在次級達通過標準。二、 以線上三級介入模式實施正向行為支持課程，可提升6位教師正向行為支持的知識，其中2位教師達通過標準。三、 5位教師認同以行為技能訓

練融入教材與教學有助於學習與操作，4位教師對本教材持肯定態度。四、 4位教師認同線上三級模式可提供他們在學習上不同程度的支持、能滿足其學習風格與偏好。五、 4位教師認為正向行為支持對處理學生行為問題有幫助，願意在未來使用，並有信心能預防行為問題。

Fitness and Wellness: A Way of Life

為了解決Teaching quality的問題，作者Armbruster, Carol K.,Evans, Ellen M.,Laughlin, Catherine M. 這樣論述：

Carol K. Armbruster, PhD, is a senior lecturer in the department of kinesiology in the School of Public Health at Indiana University (IU) at Bloomington. During her more than 35 years of teaching college students and training fitness leaders, she has served on the American College of Sports Medicine

(ACSM) and American Council on Exercise (ACE) credentialing committees, and she is a fellow of ACSM. She is also an ACSM-certified exercise physiologist, holds the level 2 Exercise Is Medicine credential, and has level 1 Functional Movement Screening certification. She previously served as a progr

am director of fitness and wellness for the IU Division of Recreational Sports, where she managed a program that offered more than 100 group exercise sessions per week. Prior to working at IU, Armbruster worked at the University of Illinois, Colorado State University, Rocky Mountain Health Club, the

Loveland (Colorado) Parks and Recreation Department, and the Sheboygan (Wisconsin) School District. Armbruster enjoys combining her interests of teaching, community engagement, and translational research. Her doctoral work focused on translational research of active-duty military in the over-40 ag

e population. She is especially interested in functional movement, worksite wellness outcomes, safe and effective movement instruction, and evaluating safe and effective outcome-based physical activity and movement program delivery methods in order to encourage healthy lifestyles and focus on improv

ed quality of life and prevention of illness. Ellen M. Evans, PhD, is a professor in the department of kinesiology, associate dean for research and graduate education, and director of the Center for Physical Activity and Health in the College of Education at the University of Georgia (UGA). She was

a postdoctoral research fellow in geriatrics and gerontology and applied physiology at Washington University School of Medicine and was on faculty of the University of Illinois at Urbana-Champaign prior to joining the faculty at UGA. Evans has been named a fellow of the American College of Sports

Medicine (ACSM) and the National Academy of Kinesiology (NAK). At UGA, Evans embraces the land-grant institution’s mission by integrating her teaching, research, and public service work. The goal of her research is to create and disseminate knowledge regarding the importance of exercise and physica

l activity, and nutrition for optimal body composition, with a special interest in women’s health. Her primary populations of interest are older adults and college students. Evans teaches courses ranging from a freshman seminar to core and elective undergraduate courses to graduate-level courses in

the areas of clinical exercise physiology, aging, and obesity. Catherine M. Laughlin, HSD, MPH, is a clinical professor and assistant department chair of the department of applied health science in the School of Public Health at Indiana University (IU) at Bloomington. Her research interests include

sexual health education, cancer prevention and education, program planning, and implementation and evaluation in community-based organizations. She is regularly interviewed by media outlets as a human sexuality and sexual health education expert. Laughlin has won numerous teaching and service awar

ds throughout her more than 25 years of service at IU. In 2017, she received the Disstinguished Service Award from IU. In 2015, she was the recipient of the Founding Dean’s Medallion and the Outstanding Service Award from IU’s School of Public Health. In 2014, she earned the Tony and Mary Hulman Hea

lth Achievement Award for Innovative Public Health Programming from the Indiana Public Health Association.

探討認知師徒制融入數位學習之學習成效及自主學習行為-以醫放系實習生學習上腹部超音波病灶辨認為例

為了解決Teaching quality的問題，作者蘇于珊 這樣論述：

近幾年，受到疫情的影響使得數位學習在教學領域上的應用愈來愈普遍，數位學習運用在醫學領域相關課程的學門逐漸受到重視。醫院放射科的超音波技術非常重視實作經驗及影像辨認，一向使用師徒制的方式來進行教學，每位實習生所遇到的病灶量與質有差異，且學習過程缺少了反思和探索。因此本研究運用融入認知師徒制之數位學習來進行上腹部超音波病灶之教學，以到醫院實習的醫放系22位實習生為研究對象，希望能藉此提升實習生辨認超音波病灶的學習成效、並探討其學習滿意度及自主學習行為。結果發現運用數位學習上腹部超音波的方式確實能夠提升實習生辨認超音波病灶的學習成效，且整體學習滿意度頗佳，自主學習能力也有提升學習滿意度及自主學習之

間具有顯著相關，且學生的自主學習能力與專題報告也呈現顯著正相關。建議臨床教師推動數位學習融入超音波實習課程，可採用同步線上課程和非同步線上課程的搭配方式及利用線上討論和通訊軟體提供互動活動，未來研究可融入自主學習策略於教學探討對學生自主學習行為和能力的幫助。