The use of digital microscopy as a teaching method for human pathology: a systematic review

Background PBL approach has been widely used in many Chinese universities over the past decade. However, the effects of PBL approach on medical psychology education in China are inconsistent. The purpose of this study was to ascertain whether the PBL approach was superior to the lecture-based teaching method in the context of the medical psychology curriculum in China. Methods A systematic review and meta-analysis was performed to confirm the effectiveness of PBL in Chinese medical psychology. Corresponding databases were searched for available studies, where data were extracted to calculated Hedges’ g and its 95% confidence interval in total and subgroup analyses. Subgroup analyses were also carried out. Results Nine studies with 551 cases and 496 controls were identified. The total examination scores of students in the PBL approach group were significantly higher compared with students in the traditional lecture-based teaching group under the random effect model (Hedges’ g = 1.510, 95%CI 0.792–2.227, p<0.001). Subgroup analyses based on major and school system exhibited similar results. Conclusions Our study supported the notion that the PBL approach may be applicable to Chinese medical psychology education.

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Community Based HIV Prevention Interventions In Africa: A Systematic Review

10.32920/ryerson.14651988.v1 ◽

2021 ◽

Author(s):

Sarah Ibrahim

Keyword(s):

Systematic Review ◽

Hiv Prevention ◽

Teaching Method ◽

Mode Of Delivery ◽

Risk Behaviour ◽

Community Based ◽

Theoretical Underpinning ◽

Hiv Prevention Intervention ◽

Prevention Interventions ◽

Hiv Prevention Interventions

This systematic review is the first to examine the characteristics of community-based HIV prevention interventions, specifically the theoretical underpinning, type and number of components, dose, mode of delivery, and teaching method; and explore the effects of the intervention characteristics on HIV-related knowledge and engagement in risk behaviour among young persons in Africa. A total of 5 studies were included in this review. Conceptual and operational definitions of the intervention characteristics guided the coding and extraction of data from the reports. The overall results of this study showed variability in theoretical underpinning, dose, and mode of delivery of interventions. Multi-component interventions using mixed teaching method produced the desired effect on knowledge and risk behaviour. The examination of community based HIV prevention intervention characteristics provides direction for the development of efficient future interventions to decrease the transmission of HIV among young persons in Africa.

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Diagnostic Pitfalls of Digital Microscopy Versus Light Microscopy in Gastrointestinal Pathology: A Systematic Review

Cureus ◽

10.7759/cureus.17116 ◽

2021 ◽

Author(s):

Wangpan Shi ◽

Petros Georgiou ◽

Aqsa Akram ◽

Matthew C Proute ◽

Tatsiana Serhiyenia ◽

...

Keyword(s):

Systematic Review ◽

Light Microscopy ◽

Digital Microscopy ◽

Gastrointestinal Pathology ◽

Diagnostic Pitfalls

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A SYSTEMATIC REVIEW OF THE APPROACHES ENHANCING THE MATHEMATICS ACHIEVEMENT

Journal of Education Culture and Society ◽

10.15503/jecs2020.2.171.182 ◽

2020 ◽

Vol 11 (2) ◽

pp. 171-182

Author(s):

Songül Tümkaya ◽

Hakan Ulum

Keyword(s):

Systematic Review ◽

Mathematics Achievement ◽

Teaching Method ◽

Significant Proportion ◽

Computer Assisted ◽

Elementary School Mathematics ◽

Prisma Statement ◽

Methods And Techniques ◽

Review Protocol ◽

Meta Analyses

Aim. The aim of this study is to analyse the conducted studies in order to reveal the effect of the strategies, methods and techniques used in elementary school mathematics courses, to apply critical strategies based on impartiality, and to critically evaluate and synthesize them. Methods. In this systematic review study, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement was used in order to prepare the systematic review protocol. The studies were based on students’ achievement resulting from student-centred strategy, methods and techniques. Results. The results of the study show that the number of participants of the primary studies centred on the range of 31- 60 to 90 and above. Moreover, the total number of studies conducted in different countries constitutes a significant proportion of the studies included. In most of the studies (f=87), significant differences were found in favour of the experimental group. Conclusion. Within the framework of the inclusion criteria of the research, it can be concluded that student-centred strategy methods and techniques statistically change the students' mathematics achievement. Among these methods and techniques, Realistic Mathematics Education, Computer Assisted Teaching Method, and Collaborative Learning Method were prominent.

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A systematic review of comprehensive sexuality education for South African adolescents

The Journal for Transdisciplinary Research in Southern Africa ◽

10.4102/td.v17i1.1087 ◽

2021 ◽

Vol 17 (1) ◽

Author(s):

Ronel Koch ◽

Welma Wehmeyer

Keyword(s):

Systematic Review ◽

Sexual Health ◽

South African ◽

Teenage Pregnancy ◽

Cultural Context ◽

Sexuality Education ◽

Teaching Method ◽

High Rate ◽

Cross Sectional ◽

Comprehensive Sexuality Education

Comprehensive sexuality education (CSE) was implemented in South African schools in the year 2000 as part of the subject Life Orientation, with the aim of contributing positively to adolescent sexual health in a holistic manner. Continued high rate of teenage pregnancy and HIV infection is an indication; however, that the programme is not entirely successful. To establish why the aims of the programme and the consequences of learners’ sexual behaviour do not correspond, this systematic review aimed to determine how the programme contributes to the sexual health of adolescents and to make recommendations for its improvement. Nine databases were searched, after which two reviewers independently evaluated the methodological quality of the identified studies using an appraisal tool. The 22 articles that met the criteria for final inclusion were qualitative in nature and included cross-sectional and cohort studies. Results indicate that the contribution of the CSE programme is reflected in teachers, learners and the curriculum. Teachers are in need of expert training and learners are neither actively involved in the learning process nor the development of the programme as they need and would like to be. Recommendations include the development of context-specific training curricula for pre- and in-service teachers as developed collaboratively by various experts and stakeholders. Learners’ voices, active involvement, cultural context and needs are fundamental to the development and delivery of CSE. The teaching method and content of sexuality education should meet the contemporary needs of the 21st century adolescent to ensure optimal sexual health.

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Community Based HIV Prevention Interventions In Africa: A Systematic Review

10.32920/ryerson.14651988 ◽

2021 ◽

Author(s):

Sarah Ibrahim

Keyword(s):

Systematic Review ◽

Hiv Prevention ◽

Teaching Method ◽

Mode Of Delivery ◽

Risk Behaviour ◽

Community Based ◽

Theoretical Underpinning ◽

Hiv Prevention Intervention ◽

Prevention Interventions ◽

Hiv Prevention Interventions

This systematic review is the first to examine the characteristics of community-based HIV prevention interventions, specifically the theoretical underpinning, type and number of components, dose, mode of delivery, and teaching method; and explore the effects of the intervention characteristics on HIV-related knowledge and engagement in risk behaviour among young persons in Africa. A total of 5 studies were included in this review. Conceptual and operational definitions of the intervention characteristics guided the coding and extraction of data from the reports. The overall results of this study showed variability in theoretical underpinning, dose, and mode of delivery of interventions. Multi-component interventions using mixed teaching method produced the desired effect on knowledge and risk behaviour. The examination of community based HIV prevention intervention characteristics provides direction for the development of efficient future interventions to decrease the transmission of HIV among young persons in Africa.

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Teaching Method for Software Measurement Process Based on Gamification or Serious Games: A Systematic Review of the Literature

International Journal of Computer Games Technology ◽

10.1155/2021/8873997 ◽

2021 ◽

Vol 2021 ◽

pp. 1-35

Author(s):

Lennon Sales Furtado ◽

Rafael Ferreira de Souza ◽

João Luís dos Reis Lima ◽

Sandro Ronaldo Bezerra Oliveira

Keyword(s):

Systematic Review ◽

Software Engineering ◽

Process Improvement ◽

Serious Games ◽

Teaching Method ◽

Software Process ◽

Software Process Improvement ◽

Review Of The Literature ◽

Software Measurement ◽

Improvement Programs

Software process improvement programs are partly founded on software measurement. However, despite their importance, it has been pointed out in the literature that many students are leaving the academic world without the necessary skills to conduct this kind of process. This can be understood by people’s attitudes to this process which is regarded as time-consuming and difficult to understand—factors that explain the lack of interest in it during a student’s academic life. In light of this, the application of serious games or gamification can show useful alternative ways of meeting this need, because the strategies they involve are well accepted by students and have a motivational and engaging effect on them. The objective of this work is to discover different approaches to the teaching of software measurement and software process improvement through gamification projects and serious games. This involves carrying out a systematic review of the literature, which is aimed at characterizing the state-of-the-art on the use of methods related to gamification and serious games in the abovementioned subjects. We conducted a systematic review of the literature to identify primary studies that address the use, planning, or evaluation of gamification, serious games, their features, and game mechanics in software engineering. We located 137 primary studies, published between 2000 and 2019. Although the use of serious games and gamification in software engineering is not recent, there still remains a large area to be explored, especially in software process improvement and software measurement. The study expands and advances the research on how serious games and gamification proposals can be used for teaching software measurement in the context of software process improvement programs by conducting a systematic review of the literature.

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USING FLIPPED CLASSROOM FOR TEACHING PROCEDURAL SKILL IN RESIDENCY SPECIALLY DERMATOLOGY–A SYSTEMATIC REVIEW

Pakistan Armed Forces Medical Journal ◽

10.51253/pafmj.v71i3.5181 ◽

2021 ◽

Vol 71 (3) ◽

pp. 1114-20

Author(s):

Sakina Sadiq ◽

Rahila Yasmeen ◽

Ayesha Naveed ◽

Tehseen Naveed ◽

Sadaf Saleem

Keyword(s):

Systematic Review ◽

Flipped Classroom ◽

Medical Training ◽

Teaching Method ◽

Skills Training ◽

Virtual Learning Environment ◽

Successful Implementation ◽

Inclusion Criteria ◽

Procedural Skills ◽

Time Utilization

Objective: To review the available literature investigating effectiveness of flipped classroom (FC) in context to teaching of procedural skills in residency in various medical fields especially in dermatology. Study Design: Systematic review. Place and Duration of Study: Flipped classroom meeting out inclusion criteria published in 9 years from 2012 to 2020. Methodology: Flipped classroom meeting out inclusion criteria published in 9 years from 2012 to 2020 were reviewed by the authors and co-authors as per their feasibility and discussion done by video conferencing by mobile software apps. Results: To review of 25 full-text articles. Strategic organization of course material, wise choice of pre-class activities, usage of Virtual learning environment, class time utilization tailored to learners needs, adherence to timelines, proper training of staff and proper evaluation; are required for successful implementation of flipped classroom. Students had positive perceptions about this technique. Conclusion: Flipped classroom is an effective teaching method for procedural skills training in post graduate medical training.

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Concept-based instruction for applied L2 acquisition

Pedagogical Linguistics ◽

10.1075/pl.21006.zak ◽

2021 ◽

Author(s):

Julien Zakhia Doueihi ◽

Thomas François

Keyword(s):

Systematic Review ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Teaching Method ◽

Theoretical Background ◽

L2 Acquisition ◽

Classroom Experiment ◽

Growing Body ◽

Based Instruction

Abstract This study’s objective is to present an overview of experimental applications of Concept-Based Instruction (CBI) for Second Language Acquisition. CBI aims to describe complex grammatical notions in a thorough manner in order to facilitate their acquisition. Even though CBI is still considered as a recent domain in language teaching, the growing body of research makes it timely to present a systematic review, which is currently lacking. In the present paper, we will first describe the theoretical background upon which CBI is grounded. Then, we will carry out an analysis of 29 CBI studies in which a classroom experiment was performed, with the objective of considering the strengths and limits of this teaching method.

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