Conducting Clinical Research in Epidemiology

Running head: INTERVIEW
Interview
Name of the Student
Name of the University
Author note

1INTERVIEW
Q1. As a nurse professor, what do you think is the areas of strength in your teaching
curriculum?
Q2. How do you assess the learning needs of the nursing students in your teaching area?
Q3. What strategy you use to evaluate students’ learning in your expertise?
Q4. What is your teaching style that can enhance learning among students?
Q5. What is the philosophy behind your teaching method that can enhance communication
and effective learning by students?
Q6. What do you think is the best learning style among adults?
The interviewee is from Emory University, Atlanta in United States who is currently
supervising and advising students and conducting clinical research in epidemiology. Her role as a
nurse professor is to keep up with the nursing needs and revise programs accordingly. She has a
specialization in epidemiology and public health and teaches nursing students in the university.
She also conducts conferences and instructs nursing classes that make them pursue career in their
chosen expertise.
A1. The nursing curriculum in epidemiology is challenging and as a nurse professor, one has to
keep updated with the curriculum changes. It is important to demonstrate the willingness and
ability to keep the current research and changes in epidemiology in the instructions. I believe that
if a teacher is well prepared in the subject matter, the impact and performance is positive in the
classroom. Evidence-based practice is the strength of the nursing curriculum that supports
efficient teaching as well as learning. It uses integration of best research methods combined with

2INTERVIEW
clinical expertise that help nursing students learn and get adapted before integrating it in their
clinical practice (Melnyk et al., 2014).
A2. Skills test assessment and objective knowledge is the assessment methods for learning needs
in students (Azizi-Fini, Hajibagheri & Adib-Hajbaghery, 2015). This is the highest level of
proficiency test that help to assess the strengths and weaknesses of the students in the
epidemiology and public health subject depending upon the marks scored by them. Low
proficiency scores assess the learning needs or weaknesses that require improvement in certain
topics for the students. This assessment is useful as curriculum can be modified and changes in
teaching style that accommodate the learning needs of the students in the classroom (Bremner et
al., 2014).
A3. Formative program evaluation is being employed to evaluate the students’ learning in the
expertise where it determines the level of understanding and knowledge at various stages in the
classroom. It is quite helpful for me as it make me aware of the specific difficulties of individual
students in my classroom based on further teaching. It helps me to diagnose the strength and
weakness of students and plan suggestions for remedial purposes. Through this evaluation,
learning needs are encouraged so that students achieve success (Lewallen, 2015).
A4. The teaching style is outcomes based teaching and learning (OBTL) that is not focused on
what I am intended to teach, rather emphasize on the outcome from learner of that teaching that I
intended to teach. This teaching style is concerned with the curriculum designing that ensures
delivery, contents, activities and assessments are aligned with students learning attaining specific
learning outcomes. This teaching style is best as it facilitates to achieve the learning outcomes of
the curriculum. It is also aimed at best learning for the students (Yusoff et al., 2014).