Documents found
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2891.More information
Implication StatementThe development of multiple-choice questions (MCQs) for undergraduate medical education study purposes is resource intensive. Commercially available question banks are typically expensive, only available in English, and may not be aligned with medical school learning objectives. Here, we introduce The Ottawa Question Bank: a student-led, bilingual study resource curated to a Canadian undergraduate medicine curriculum (www.theottawaquestionbank.ca). In total, 205 medical students wrote and edited 4438 original MCQs linked to objectives from the University of Ottawa undergraduate medical education curriculum. The project has received positive feedback from both developers and users. Our experience suggests that involving medical students in MCQ development is feasible and can result in the rapid creation of a low-cost, high-quality study resource curated to a program’s learning objectives. The platform outlined here can be used as a model for other medical schools and professional degree programs to develop their own question banks, including pharmacy, dentistry, nursing, and physiotherapy. Interested programs are encouraged to contact our team for collaborative opportunities.
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2892.
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2893.
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2894.More information
This paper explores how Large Language Models (LLMs) foster the homogenization of both style and content and how this contributes to the epistemic marginalization of underrepresented groups. Utilizing standpoint theory, the paper examines how biased datasets in LLMs perpetuate testimonial and hermeneutical injustices and restrict diverse perspectives. The core argument is that LLMs diminish what Jose Medina calls “epistemic friction,” which is essential for challenging prevailing worldviews and identifying gaps within standard perspectives, as further articulated by Miranda Fricker (Medina 2013, 25). This reduction fosters echo chambers, diminishes critical engagement, and enhances communicative complacency. AI smooths over communicative disagreements, thereby reducing opportunities for clarification and knowledge generation. The paper emphasizes the need for enhanced critical literacy and human mediation in AI communication to preserve diverse voices. By advocating for critical engagement with AI outputs, this analysis aims to address potential biases and injustices and ensures a more inclusive technological landscape. It underscores the importance of maintaining distinct voices amid rapid technological advancements and calls for greater efforts to preserve the epistemic richness that diverse perspectives bring to society.
Keywords: algorithmic bias, biais algorithmique, intelligence artificielle, artificial intelligence, echo chambers, chambres d’écho, friction épistémique, epistemic friction, epistemic injustice, injustice épistémique, théorie du point de vue, standpoint theory
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2895.More information
Literacy can have a major impact on comprehension of vocabulary rich content specific areas, such as science. Understanding the vocabulary rich science terminology introduced during the Middle School Years can support conceptual understanding of science and by extension students’ future academic pathways. In our action research project, we worked with a grade eight science teacher along with 75 students to design and test two units of work (Cell and Microscope) when taught using an integrated literacy approach founded upon the inclusion of morphological awareness and the Greek and Latin etymology of scientific vocabulary. Though our quantitative results showed there was little to no difference in students’ unit knowledge or vocabulary scores through the use of this adapted teaching model, the qualitative results provided enough strength for the partner teacher to adopt the integrated approach in all of her future teaching of vocabulary. The teacher noted the new method was particularly useful for engagement of habitual non- participators, and those more reluctant to take risks in the classroom. Therefore, while the new instructional method did not show an immediate increase in test scores, qualitative findings provided strong support that it is critical to deconstructing barriers for learners.
Keywords: Instructional Methods, Scientific Literacy, literacy development
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2897.More information
The use of game in education has been evidenced to improve students’ engagement in learning. However, much research shows that the use of game in learning is only effective for high school students, while its use for students of higher education is limited. Research on game in education has predominantly been occupied by Kahoot! while Quizizz has received less analysis. This research aims to explore student perception of Quizizz as a learning media and the related obstacles experienced in a library science study program of State Islamic University of North Sumatera in Indonesia. The research uses a combination of quantitative and qualitative methods, such as survey and focused group discussion, with a sample of 272 undergraduate students. The study found that the use of games in learning actively increased student engagement and led to a significant improvement in independence and self-control in learning. During the learning activity students maintain that they gain their self-confidence while enjoying the game. The research suggests that to increase learning achievement, educators should use various teaching strategies that encourage students’ active mental and physical engagement. Additionally, it is expected that this learning experience and content will enhance students' retentive memory.
Keywords: apprentissage basé sur le jeu, Quizizz, educational technology, bibliothèque et science de l’information, gamification, library and information science, Quizizz, gamification, game-based learning, technologie éducative
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2898.More information
A lack of dialogue and collaboration between researchers and practitioners has been recognized in the field of second language education. Social media platforms such as X/Twitter have potential for connecting professionals in the teaching of English to speakers of other languages (TESOL) community and supporting professional learning and research; however, studies of TESOL professionals’ uses of X/Twitter have only examined posts/tweets from a limited number of communities marked by hashtags/ keywords. This study identifies 23 hashtags relevant to TESOL instruction for adults in the Canadian context and used them as search parameters to extract a data set of 4,833 posts/tweets. Eighty-two North American university professors who had published in the field of TESOL, were selected and searched for on X/Twitter. Upon locating 15 X/Twitter professor accounts, all 272 posts/tweets posted over the one-year period, were extracted. Two content analyses were conducted to infer the purpose of the posts/ tweets and identify the hashtags used by the professors. Results reveal considerable variation in the professors’ and other TESOL community members’ uses of X/Twitter and suggest that the two groups participate in rather separate X/Twitter communities. Recommendations for maximizing X/Twitter as a tool for professional learning and research and fostering the research-practice link are provided.
Keywords: les usages de Twitter par les chercheurs et les praticiens, Researchers’ and practitioners’ uses of Twitter, affinity spaces, communauté de pratique, community of practice, médias sociaux, espaces d’affinité, social media, X, X
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2900.More information
Implication Statement We developed and implemented an interdisciplinary workshop to increase confidence amongst pre-medical students when transitioning to medical school. We were inspired by the collaborative small-group Case Based Learning (CBL) sessions from the pre-clerkship curriculum at our medical school. By involving medical student volunteers as group facilitators, this workshop was a feasible and sustainable addition to medical school preparation for undergraduate students enrolled in an integrated medical pathway. Furthermore, our model suggests advantages for similar programs at other institutions, providing early exposure to clinical expectations.