scholarly journals Effectiveness of online peer assisted learning as a teaching methodology for dental undergraduate students

2021 ◽  
Author(s):  
Suresh Kandagal Veerabhadrappa ◽  
Deevya Shre Ramalu ◽  
Edward Yong Shi Jin ◽  
Foo Sher Lyn ◽  
Dharshen Valautham ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Teaching Methodology ◽  
Peer Assisted Learning

scholarly journals Sobre Ser-Professor: modos de identificação da prática docente por professores de língua portuguesa em formação

2019 ◽  
Vol 12 (2) ◽  
pp. 75
Author(s):  
Neluana Leuz de Oliveira Ferragini ◽  
Érica Danielle Silva
Keyword(s):  
Undergraduate Students ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Teaching Methodology ◽  
Sociocultural Perspective ◽  
Teacher Qualification ◽  
Palabras Clave ◽  
Data Assessment ◽  
Investigación Cualitativa ◽  
Interpretative Research

O presente trabalho tem por objetivo verificar os modos de identificação docente, a fim de compreender a multiplicidade de vozes que constituem a construção do ser-professor em práticas de formação inicial de um curso de Letras, habilitação única em Língua Portuguesa. A investigação decorre, em especial, da análise dos processos teórico-práticos pelos quais os acadêmicos do curso passam e da perspectiva político e sociocultural em que estão inseridos e que os permitem, ou não, construir uma identidade docente. Isso posto, o estudo em tela decorre de uma investigação qualitativa-intrepretativista, construído pela análise de documentos oficiais e das respostas dada a um questionário aplicado na disciplina Metodologia do Ensino de Língua Portuguesa I aos alunos do terceiro ano de Letras-Português. O texto é construído a partir de três eixos: a) o modo como os documentos oficiais e teóricos compreendem a identidade profissional de Letras; b) a abordagem dessa temática pelo Projeto Político pedagógico do curso e c) as formas de identificação dos próprios acadêmicos. A apreciação dos dados e a ponderação da análise realizada nos permite visualizar que professores estamos formando, abrindo espaço para reflexões e estudos futuros e encaminhamentos mais adequados às necessidades nos componentes curriculares. Palavras-chave: Formação profissional. Professor de Língua Portuguesa. Identidade docente.About being teacher: identification modes of teaching practice by pre-service portuguese teachersAbstractThe present work aims to verify the identification modes of teaching practice in order to understand the multiplicity of voices that constitute the construction of being teacher in practices of initial formation of a Letter’s course, single qualification in Portuguese Language. The investigation derives especially from the analysis of theory-practice processes experienced by the undergraduate students and from the political and sociocultural perspective in which they are inserted and which allows them, or not, to build up a teacher identity. That being said, this study is characterized as a qualitative-interpretative research, originated from the analysis of official prescriptive documents and from the answers given to a questionnaire run in the discipline of Portuguese Teaching Methodology I to students enrolled in the third grade of the Letters course. The text is structured in three axes: a) the way official documents understand the professional Letters’ identity; b) the approach to this theme by the course’s Political Pedagogical Guidelines and c) the self-identification modes presented by the undergraduate students. The data assessment and the analysis weighting help to visualize the type of teachers we are preparing, opening spaces for reflection, future studies and more accurate actions towards the necessities present in the curriculum components.Key-words: Teacher qualification. Portuguese Language Teacher. Teacher identity.Sobre Ser-Profesor: modos de identificación de la práctica docente por profesores de lengua portuguesa en formaciónResumenEl presente trabajo tiene como objetivo verificar los modos de identificación docente, a fin de comprender la multiplicidad de voces que constituyen la construcción del Ser-Profesor en prácticas de formación inicial de un Curso de Letras, habilitación única en portugués. La investigación considera especialmente el análisis de los procesos teórico-prácticos por los cuales los académicos del curso pasan, así como la perspectiva política y sociocultural en la que están incluidos, lo que les permite o no, construir una identidad docente. Tras abordar todo, el estudio se basa en una investigación cualitativa e interpretativa teniendo en cuenta análisis de documentos oficiales y respuestas a un cuestionario aplicado en la asignatura de Metodología de la Enseñanza de Lengua Portuguesa I a los alumnos del tercer año de Letras-Portugués. El texto tiene tres ejes temáticos: a) la manera como los documentos oficiales y teóricos entienden la identidad profesional de Letras; b) el enfoque de esa temática según el Proyecto Político Pedagógico del curso y c) las maneras con que los estudiantes se identifican a sí mismos.  La apreciación de los datos y la ponderación del análisis realizada nos permiten visualizar qué profesores estamos formando, abriendo espacio para reflexiones, estudios futuros y orientaciones más adecuadas a las necesidades de los componentes curriculares. Palabras-clave: Formación profesional. Profesor de Lengua Portuguesa. Identidad docente.

scholarly journals Case Based Learning Teaching Methodology in Undergraduate Health Sciences

2012 ◽  
Vol 2 (2) ◽  
pp. 48
Author(s):  
Kaitlyn Brown ◽  
Mary Commandant ◽  
Adi Kartolo ◽  
Casey Rowed ◽  
Agatha Stanek ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Group Discussion ◽  
Pilot Project ◽  
Health Sciences ◽  
Teaching Methodology ◽  
Academic Experience ◽  
Nominal Scale ◽  
Case Based Learning ◽  
Health Sciences Students ◽  
Case Based

Case-based learning (CBL) is an interactive teaching approach involving small-group discussion to determine a range of solutions for a presented patient case. In light of the success that the approach has achieved in numerous professional and undergraduate programs, a pilot project was introduced in 2009 by senior health sciences students, who acted as CBL facilitators, at the University of Ottawa for undergraduate courses in the Interdisciplinary School of Health Sciences (ISHS). In collaboration with faculty professors, the facilitators developed CBL sessions consisting of patient cases that were reflective of the core objectives of health sciences courses. A total of 144 undergraduate students from three ISHS courses took part in these sessions; they were evaluated based on the calibre of their participation and a quiz. The quiz consisted of 5 questions that evaluated the students’ mastery of the concepts covered in the CBL session. The students also completed an evaluation of the pilot project. On a nominal scale of one to five, the students on average scored 4.13 out of a possible 5.00 (SD 1.48) marks on the quiz. In the evaluation, the students rated the project as having an overall learning benefit of 3.82 on a nominal scale of one to four. The evaluation indicates that the students perceived the program as having significant learning value and the quiz marks confirmed that CBL promoted the application of lecture content to practical scenarios. These preliminary findings suggest that implementing CBL in ISHS would enhance students’ academic experience. Further sessions based on this model would improve from more rigorous pre- and post- session assessments. 

scholarly journals Assessment of knowledge of pharmacotherapeutics amongst medical undergraduates of a tertiary care teaching hospital of Chhattisgarh, India: a questionnaire based study

2018 ◽  
Vol 7 (12) ◽  
pp. 2405
Author(s):  
Ahmed Tabish ◽  
Kaikade Swapnil ◽  
Khan Tanveer A. ◽  
Chandel N. B. ◽  
Rao Anand ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Tertiary Care ◽  
Teaching Methodology ◽  
Medical College ◽  
Essential Drug List ◽  
Methodical Approach ◽  
Practice Teaching ◽  
Medical Undergraduates ◽  
Second Year

Background: Knowledge of pharmacology forms the basis of rational pharmacotherapy practice. Teaching the medical students about systematic application of pharmacology in patients’ care forms an essential component. It facilitates the medical students to develop a methodical approach in solving patients’ clinical problems.Methods: A questionnaire-based study was conducted, at Government Medical College Rajnandgaon involving second year MBBS students. Total 100 students participated in the study.Results: Hundred percent of the students responded that pharmacology was presently taught to them, seventy nine percent of them agreed with the fact that pharmacology was preferred to pass the MBBS, eighty eight percent of them responded that in pharmacokinetics was the least preferred topic, ninety seven of them were not aware of the essential drug list. Their suggestions regarding the change in teaching methodology was recorded.Conclusions: This study concludes that efforts are needed to develop a curriculum that encompasses important aspects of clinical pharmacology and therapeutics along with incorporation of the useful suggestions by the undergraduate students.

scholarly journals The development and implementation of a Peer Assisted Learning programme at the University of Liverpool

2015 ◽  
Author(s):  
Gita Sedghi ◽  
Trish Lunt
Keyword(s):  
Undergraduate Students ◽  
First Year ◽  
Peer Assisted Learning ◽  
The Past ◽  
Programme Design ◽  
Evaluation Feedback ◽  
Set Up ◽  
Student Input ◽  
The University ◽  
Academic Year

A Peer Assisted Learning (PAL) programme was designed and implemented in the Department of Chemistry in the University of Liverpool during the 2012-13 academic year. The PAL programme was initially set up to support first year chemistry undergraduate students with one particular maths module but was extended to offer support to all Year 1 modules. The PAL programme was also designed to meet the needs of a second cohort of students, year 2 direct entry international students, but this paper focuses on the first year student programme.   A key element to the development of the Liverpool PAL programme was the contribution of student input throughout the initial programme design stages and, importantly, the ongoing involvement of students during the operation of the programme over the last three years. They provided evaluation and feedback on the programme’s organisation and effectiveness, and were involved in subsequent discussions to analyse the data from these processes in order to improve and develop the programme. The concept of working with students as partners is not new, but it has risen in profile in recent years as highlighted by Healey et al. (2014) and many others. We believe that the PAL programme would not be as effective as it is without the ongoing involvement of students in all elements of the programme.   The paper will discuss the development and implementation of the PAL programme over the past three years, and highlight the value and importance of the role and contribution of the students in making the programme what it is today, as evidenced by the evaluation feedback from the students.

How ICT Affects the Understanding of Stereometry Among University Students

2018 ◽  
Vol 13 (1) ◽  
pp. 37-49
Author(s):  
Nicholas Zaranis ◽  
George M. Exarchakos
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Control Group ◽  
Teaching Methodology ◽  
Van Hiele ◽  
Solid Geometry ◽  
Study Results ◽  
Second Year ◽  
Van Hiele Model

The purpose of this research is to compare the level of competence in stereometry of the university students taught using the authors' ICT oriented learning method based on the Van Hiele model for stereometry concepts, as opposed to traditional teaching methodology. The study deals with second year undergraduate students form the Department of Civil Engineering at Piraeus University. The sample was divided into two groups. The experimental group consisted of 99 students who were taught about basic concepts of solid geometry with the support of computers based on the Van Hiele model. Also, there were 90 students in the control group which were taught with traditional methodology using a dry erase board. The study results showed that teaching and learning through ICT is an interactive process for second year university students and has a positive effect on learning solid geometry concepts using the background of the Van Hiele model.

Strategy choice and the target language

1995 ◽  
Vol 12 ◽  
pp. 169-182 ◽  
Author(s):  
Cynthia White
Keyword(s):  
Undergraduate Students ◽  
Native Speakers ◽  
Cognitive Strategies ◽  
Verbal Report ◽  
Strategy Use ◽  
Target Language ◽  
Teaching Methodology ◽  
Four Dimensions ◽  
Language Courses ◽  
The Impact

Abstract This paper compares the strategies used by a group of English native speakers to develop competence in Japanese, a non-cognate language, and in a more familiar language, French. The participants were undergraduate students enrolled in both French and Japanese language courses. A verbal report procedure, the yoked subject technique, was used to gather data on strategy use by learners as they worked with target language materials. The data was analysed according to four dimensions of strategy use: metacognitive, cognitive, social and affective. The results indicated that the cognitive strategies learners used when learning Japanese diverged from those they used for learning French. The learning of Japanese was characterised by the use of repetition, writing out, and translation, with limited use of resourcing and no elaboration or inferencing strategies. The discussion of the results addresses the issue of the impact of language teaching methodology on cognitive strategy use, the effects of which cannot be readily separated from those of the structure of the target language.

Inter-Professional Education Saturday Seminar

2003 ◽  
Vol 1 (3) ◽  
pp. 43-60
Author(s):  
Armeda Ferrini ◽  
Judy Bordin
Keyword(s):  
Undergraduate Students ◽  
Professional Education ◽  
Human Services ◽  
Interdisciplinary Teams ◽  
Complex Case ◽  
Teaching Methodology ◽  
Management Skills ◽  
Recent Event ◽  
Health And Human Services

A teaching methodology was developed by a group of faculty from several departments who prepare undergraduate students for careers in health and human services. The three hour experience teaches them to work in interdisciplinary teams to develop case management skills by working on a complex case study. Approximately 260 students, 15 faculty, and 15 local agency representatives were involved in the most recent event.

Social determinants of health: A pedagogical framework for advancing the Citizen Scholar

2017 ◽  
Vol 13 (3) ◽  
pp. 268-279 ◽  
Author(s):  
Stefania Velardo
Keyword(s):  
Social Change ◽  
Undergraduate Students ◽  
First Year ◽  
Teaching Methodology ◽  
First Year Students ◽  
Learning And Teaching ◽  
Teaching To The Test ◽  
Change In Practice ◽  
Bachelor Of Education ◽  
Radical Shift

The concept of the Citizen Scholar highlights the potential for universities to act as vehicles for social change by supporting the development of active, engaged graduates who are geared to respond to current and future global challenges. This demands a radical shift in teaching towards more interactive pedagogies, which may prove difficult for some educators and students who are comfortable with a traditional model of learning and ‘teaching to the test’. Despite these challenges, universities have a responsibility to bring about change in practice to prepare undergraduate students for the complex outside world. This article reports on a revised version of a 12-week Australian undergraduate course in health promotion that was delivered to 147 first-year students enrolled in a Bachelor of Education and/or Bachelor of Health Sciences degree. Significant revisions were made to the curriculum and modification of teaching methodology, with the aim of encouraging greater social awareness and students’ capacity for social change. In this article, I reflect on various teaching strategies employed to develop skills and proficiencies akin to the Citizen Scholar, with a particular emphasis on fostering critically health literate graduates who are empowered to create healthy, just societies. Strategies included the facilitation of discussions to ignite empathy, integrating problem-solving activities and building advocacy competencies. A collaborative, learner-directed approach is considered as a way forward for other university educators, as a way of disrupting previous pedagogic work that emphasises knowing ‘about’ social problems rather than ‘acting on’ them.

scholarly journals Inter-Professional Education Saturday Seminar

2003 ◽  
Vol 1 (3) ◽  
pp. 43-60
Author(s):  
Armeda Ferrini ◽  
Judy Bordin
Keyword(s):  
Undergraduate Students ◽  
Professional Education ◽  
Human Services ◽  
Interdisciplinary Teams ◽  
Complex Case ◽  
Teaching Methodology ◽  
Management Skills ◽  
Recent Event ◽  
Health And Human Services

A teaching methodology was developed by a group of faculty from several departments who prepare undergraduate students for careers in health and human services. The three hour experience teaches them to work in interdisciplinary teams to develop case management skills by working on a complex case study. Approximately 260 students, 15 faculty, and 15 local agency representatives were involved in the most recent event.

scholarly journals Qualitative analysis of undergraduate paramedic students’ perceptions of using case-based learning in an online learning environment

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Brett Williams
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Case Based Learning ◽  
E Learning ◽  
Student Centred Learning ◽  
Case Based

This paper presents the second paper in a series outlining the results of a recent research project that aimed to identify student paramedic perceptions of case-based learning (CBL) in the clinical curriculum of the Bachelor of Emergency Health (BEH) degree at Monash University. The integration of student-centred learning (SCL) and CBL within clinical education is an important part of undergraduate prehospital education at Monash University. This e-learning pedagogy has facilitated the creation of small online learning communities, and allowed closer scrutiny of the current technological teaching and learning environment. The study concludes that CBL is a congruent teaching methodology in clinical curricula for prehospital BEH undergraduate students.

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