scholarly journals Exploration of a Collaborative Self-Directed Learning Model in Medical Education

2022 ◽  
Author(s):  
Kyeorda Kemp ◽  
Dwayne Baxa ◽  
Claudio Cortes
Keyword(s):  
Medical Education ◽  
Learning Model ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

Introduction of Problem Based Learning (PBL) as a Supplementary Tool to Enhance Active Learning in Physiology – A Study in a Medical College of Southern Kolkata

2021 ◽  
Vol 8 (40) ◽  
pp. 3483-3488
Author(s):  
Pandurang Narhare ◽  
Padmakar Sasane ◽  
Revathi Mohanan ◽  
Mriganka Baruah
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Subjective Evaluation ◽  
Problem Based Learning ◽  
Basic Knowledge ◽  
Control Group ◽  
Study Group ◽  
Self Directed Learning ◽  
Clinical Scenarios ◽  
Directed Learning

BACKGROUND The motivation to learn begins with a problem. The ideology of problem-based learning (PBL) is to encourage the students to think beyond the books and apply the basic knowledge to various clinical scenarios. Problem based learning has been a concept in existence for decades, yet its implementation in medical education is limited. So the study on PBL was taken up to know analytical skills, comprehensive understanding of disease process and inculcate the practice of self-directed learning in physiology. METHODS This was an educational interventional study carried out on 60 first MBBS students chosen by simple random sampling. Students were further randomly divided into two groups containing 30 students in the control group and 30 students in the study group. Control group was taught by didactic lectures. 10 clinical scenarios were given to study group and discussions were conducted under the moderation of faculties. Objective evaluation was performed using pre-test and post-test examination for both groups. Subjective evaluation of attitude in study group towards PBL was recorded using self-developed questionnaire using Likert’s scale. Data was analysed by using paired students t test. RESULTS The mean pre-PBL (9.83±4.88) and post-PBL scores (15.61 ± 2.99) in study group were significant (p < 0.00001). The comparison of mean scores of postdidactic lectures (12.88 ± 3.13) in control group and post-PBL (15.61 ± 2.99) in study group were significant (p < 0.001). Subjective evaluation using Likert’s scale revealed increased interest in active learning, better confidence, communication, comprehension, and motivation amongst the PBL group. CONCLUSIONS From the results of this study, it can be concluded that problem-based learning is a good supplementary tool in teaching physiology, and it can be included in the regular medical teaching programmes so that the students have a better understanding of the various challenges in the field of medical education and research so that newer strategies for better health care provision can be planned. KEYWORDS Active Learning, Medical Education, Problem Solving, Self-Directed Learning

Development of self-directed learning readiness with experiential learning model in analytical chemistry laboratory

2019 ◽  
Vol 6 (2) ◽  
pp. 09-16
Author(s):  
Fatma Alkan
Keyword(s):  
Analytical Chemistry ◽  
Experiential Learning ◽  
Prospective Teachers ◽  
Learning Model ◽  
Chemistry Laboratory ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Post Test ◽  
Directed Learning ◽  
Group Interviews

This paper aims to analyse the effect of quantitative analysis practices in analytical chemistry laboratory designed according to the experiential learning model on the self-directed learning readiness of prospective teachers’. In the research, experiential learning model has four steps that are concrete experience, reflective observation, abstract conceptualisation and active participation. A single group, pre-test post-test experimental design was used. The study group consists of 14 prospective chemistry teachers’. The self-directed learning readiness scale and focus group interviews were used as a data collection tool. After the application increase, the level of self-directed learning readiness. Difference between pre-test and post-test scores of the study group was significant. When the sub-scales of the scale examined, there was a meaningful difference in the ‘willingness to learn and self-control’ sub- scales. In the focus group interviews, the prospective teachers’ emphasised that experiential learning provided an understanding of the purpose of quantitative applications of analytical chemistry. Keywords: Self-directed learning readiness, experiential learning model, analytical chemistry laboratory.

scholarly journals A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS

2016 ◽  
Vol 15 (6) ◽  
pp. 706-711
Author(s):  
Xingming Ma ◽  
Lifeng Zhang ◽  
Jingqiu Wang ◽  
Yanping Luo ◽  
Yaling Liang ◽  
...  
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Teaching Strategy ◽  
Clinical Problem ◽  
Learning Motivation ◽  
Self Directed Learning ◽  
Clinical Problem Solving ◽  
Traditional Lectures ◽  
Directed Learning ◽  
Based Instruction

This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58% males, 42% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students’ response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55%), learning interest (94.37%), self-directed learning skills (92.96%) and feasible for medical education (87.32%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China. Key words: active learning, medical education, patient-oriented problem-solving, undergraduate, China.

scholarly journals Intern Orthopedic Rotation Versus Emergency Medicine Procedure Month: Which one Derives More Opportunity?

2021 ◽  
Vol 8 ◽  
pp. 238212052110446
Author(s):  
Blake Chandler Briggs ◽  
David Martin Cline ◽  
Kendall Lynn Stewardson ◽  
Jordan Alexis Kugler ◽  
Cedric Lefebvre
Keyword(s):  
Emergency Department ◽  
Emergency Medicine ◽  
Medical Education ◽  
Standard Deviation ◽  
Graduate Medical Education ◽  
Statistical Difference ◽  
Orthopedic Procedures ◽  
Self Directed Learning ◽  
Residency Programs ◽  
Directed Learning

INTRODUCTION The American College of Graduate Medical Education (ACGME) defines 18 “key procedures” as requirements in emergency medicine (EM) residency programs. The post-graduate year-1 (PGY-1) curriculum provides an early foundation for EM trainees to gain procedural experience, but traditional PGY-1 rotations may not provide robust procedural opportunities. Our objective was to replace a traditional orthopedic rotation with a 4-week rotation that emphasized EM procedure acquisition and comprehension. Although all residents met ACGME procedural requirements before the curricular modification, the purpose of this month was to increase overall procedure numbers. The block contained dedicated procedure shifts in the emergency department as well as an asynchronous, self-directed learning course. We sought to compare the number of procedures performed by PGY-1 residents during their orthopedic rotation (the year before implementation), to the number of procedures performed during their procedure rotation (the year after implementation). METHODS The total number of procedures performed and logged by PGY-1 residents during the traditional orthopedic rotation (during the year prior to implementation of the new procedure rotation) were compared to the total number of procedures by the first class to undergo the new procedure rotation the following year. Thirty resident logs were reviewed (15 per class). Data were analyzed using SAS NPAR1WAY; Z < 0.05 was considered significant. RESULTS When compared to the orthopedic rotation, the procedure rotation had statistically significant higher numbers of procedures per resident (22, standard deviation [SD] 12, vs 11.4, SD 7.6; Z = 0.0177). A wide variety of nonorthopedic procedures accounted for the increased numbers, (13.6, SD 10.3, vs 0.9, SD 0.9; Z < 0.001). While the average number of orthopedic procedures was slightly less on the procedure rotation, there was no statistical difference (orthopedic rotation 10.13, procedure rotation 8.26; Z = 0.4605). Notably, fewer procedures were performed when 2 residents were on the procedure rotation at the same time (21 vs 10.1). CONCLUSION This analysis demonstrated a larger number and a wider variety of procedures performed by PGY-1 residents during a dedicated procedure rotation compared to a traditional orthopedic rotation. Furthermore, exposure to orthopedic procedures did not decline significantly. Limitations of the study include a modest number of subjects. Data may be limited by the consistency of procedure logging by individual residents. Further studies may assess procedural competency after PGY-1 year of training.

scholarly journals Evaluation of Self-Directed Learning Readiness among Undergraduate Students in an Indian Physical Therapy Institute

2021 ◽  
Vol 6 (3) ◽  
pp. 1-6
Author(s):  
Prachita Walankar ◽  
Vrushali Panhale
Keyword(s):  
Medical Education ◽  
Learning Strategies ◽  
Rating Scale ◽  
Essential Element ◽  
T Test ◽  
Moderate Level ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Physiotherapy Students

Self-directed learning (SDL) is an essential element in medical education to foster lifelong learning. Self-directed learning readiness is the extent to which an individual has the attitude, ability, skill and personality characteristics essential for SDL. This study aimed to analyze self-directed learning readiness among physiotherapy students. A cross-sectional study was conducted among 288 undergraduate physiotherapy students using Self-Rating Scale of Self-Directed Learning (SRSSDL) to assess self-directed learning readiness. Data were analyzed using the Statistical Package for the Social Sciences software version 21. Statistical significance was set at P<0.05. A total 288 participants, 143(49.65%) were in preclinical phase and 145 (50.35%) in clinical phase. Out of 288 physiotherapy students, 60.76% students had moderate level, followed by 37.5% with high level and 1.74% with low level of SDL readiness. The total SRSSDL score was higher in clinical students as compared to preclinical students using independent t test (p=0.000). Also, subscale scores of SRSSDL, awareness (p=0.000), learning strategies (p=0.000), learning activities (p=0.000), evaluation (p=0.000) and interpersonal skills (p=0.04) were higher in clinical students as compared to preclinical students using independent t test. The study showed that physiotherapy students had moderate level of SDL readiness. The SDL readiness was found to be higher in clinical students as compared to preclinical. It will assist the medical educators to incorporate more active learning strategies to enhance SDL skills and help in curriculum development. Keywords: Self-directed learning, physical therapists, medical education, students.

scholarly journals The The Development of E-Module Based on Learning Models of Self Directed Learning in Welding Subject

2021 ◽  
Vol 4 (2) ◽  
pp. 59-64
Author(s):  
Anugrah Agung Ramadhan ◽  
Nizwardi Jalinus
Keyword(s):  
Arc Welding ◽  
Learning Model ◽  
Test Results ◽  
Self Directed Learning ◽  
Theoretical Understanding ◽  
Manual Arc Welding ◽  
Post Test ◽  
Directed Learning ◽  
Analysis Design ◽  
The Difference

This study aimed to produce an e-module based on a self-directed learning model that was valid, practical and effective and was able to help students learn independently and understand SMAW manual arc welding theory. This study is a Reset and Development (R&D) study which refers to the ADDIE instructional development model. ADDIE development procedures namely Analysis, Design, Develop, Implementation and Evaluation. The results of this Research and Development produced a valid learning e-module based on the evaluation of material expert validators who declared valid and the material expert validators who declared valid. The practicality of using e-module was known from the use of e-module that going well and the results of students and teachers responses from questionnaire statements were high practicality. The results of the effectiveness were known from the increase in the students' understanding of subject and the test results of the difference between pre-test and post-test results of the application of this e-module were quite effective category. Based on this study, a learning e-module for SMAW Manual Arc Welding based on the Self Directed Learning model had produced. this was valid, practical and effective for use in learning and can improve the theoretical understanding of SMAW Manual Arc Welding subject.

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