Theses and Dissertations at Montana State University (MSU)
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Item The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians(Montana State University - Bozeman, Graduate School, 2014) Guajardo, Lily; Chairperson, Graduate Committee: Peggy Taylor.Continuing medical education programs play an important role is disseminating current scientific and clinical information to our medical and health care community adult learners. This research study aimed to evaluate the effects of our education programs on science learning and attitudes, observe preferred learning environments and adult learning theories, and to update our evaluation process. The data revealed that learning method preference is dependent on the content of the education program, and that many of our programs, specifically those based on science concepts, followed that preference. Because many of our programs followed the preferred learning style for that specified content, we saw positive observations throughout those programs. This data will help to revitalize our programs, in turn, helping to meet our educational goals and those goals set forth for our members.Item Probeware integration in the science classroom : the impact of a six-hour professional development workshop that combines technical instruction with implementation planning(Montana State University - Bozeman, Graduate School, 2012) Flindt, Amy E.; Chairperson, Graduate Committee: Peggy Taylor.The impact of a six-hour professional development workshop on probeware integration was researched. The workshop combined technical probeware instruction with strategies on how to integrate probeware into the classroom and culminated with participants creating personal action plans for using probeware immediately following the workshop. Data was collected from four workshops with a total of 48 participants. The effectiveness of the workshop was assessed by measuring the participants change in comfort level using the probeware and tracking the use of the equipment immediately following the workshop. The data revealed that the workshop had a positive impact on most participants. The participants' average comfort level using the probeware increased 3.8 points on a 10 point scale, 94% of participants agreed that they were ready to use the probeware in their classroom, and 65% of participants used the probeware within six weeks following the workshop. Probeware integration was most successful in schools with staff who worked together to learn the technology and in schools that had the equipment installed, organized, and easily accessed. The six-hour training had a positive impact, but was not sufficient for complete probeware integration.