Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography

2021 ◽  
pp. 1-8
Author(s):  
George Choa ◽  
Zakia Arfeen ◽  
See Chai Carol Chan ◽  
Mohammed Ahmed Rashid
Keyword(s):  
Systematic Review ◽  
Teachers And Students ◽  
Medical Teachers

scholarly journals Revisão sistemática sobre letramento digital na formação de professores

2019 ◽  
Vol 12 (3) ◽  
pp. 128-143
Author(s):  
Késsia Mileny De Paulo Moura
Keyword(s):  
Systematic Review ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Social Dynamics ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática.   ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

Genetic education of medical teachers and students

2020 ◽  
pp. 83-85
Author(s):  
В.Н. Горбунова
Keyword(s):  
Training Programs ◽  
Genetic Education ◽  
New Approach ◽  
Teachers And Students ◽  
Medical Teachers

Предлагается новый подход к повышению квалификации по генетике врачей, преподавателей и студентов медицинских вузов, основанный на использовании дифференцированных учебных программ для специалистов различных медицинских профилей. New approach is proposed for genetic education of physicians, medical teachers and students based on differentiated training programs for different medical type specialists.

scholarly journals Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them

2021 ◽  
Vol 6 (4) ◽  
pp. 262-275
Author(s):  
Saravanan A/L Palanisamy ◽  
Azlina Abdul Aziz
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Writing Skills ◽  
Teaching Writing ◽  
Word Choice ◽  
Esl Students ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Research Questions ◽  
Grammar Knowledge

This paper presents a systematic review of relevant published studies on challenges in teaching writing skills for upper secondary in ESL classrooms and solutions to overcome them from year 2012-2020. This systematic review attempts to address two research questions ; i.e. what are the writing challenges of the students and what are the solutions to overcome writing challenges faced by ESL students. 12 single studies and 2 systematic reviews were systematically reviewed and revealed that the most challenges encountered by students in writing are word choice, vocabulary, grammar and poor organisation of ideas. The findings also shed some lights on solutions to overcome the challenges from teachers’ and students’ perspective. Teachers should act as a guidance by providing sample essays, giving feedbacks and choose suitable approach by identifying students’ needs. Meanwhile the students should read more to generate ideas and improve their vocabulary and grammar knowledge.

scholarly journals The COVID-19 pandemic: time for medical teachers and students to overcome grief

Clinics ◽  
2020 ◽  
Vol 75 ◽  
Author(s):  
Patricia Tempski ◽  
Arthur H. Danila ◽  
Fernanda M. Arantes-Costa ◽  
Marina A.M. Siqueira ◽  
Matheus B. Torsani ◽  
...  
Keyword(s):  
Teachers And Students ◽  
Medical Teachers

scholarly journals Views of teachers’ and students’ regarding the distribution of subjects in phase II and phase III of MBBS course

2019 ◽  
Vol 10 (2) ◽  
pp. 19-22
Author(s):  
Md Mohibur Rahman ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Phase Ii ◽  
Cross Sectional Study ◽  
Extensive Study ◽  
Phase Iii ◽  
Sectional Study ◽  
Unanimous Opinion ◽  
Cross Sectional ◽  
Teachers And Students ◽  
Medical Teachers

This descriptive type of cross sectional study was conducted in twelve medical colleges of Bangladesh to assess the views of teachers and students regarding the distribution of subjects in Phase II and Phase III of MBBS curriculum 2012. This study was conducted from July 2017 to Apr 2018 where views were collected from 91 teachers and 991 students. Study revealed that, 90.1% respondents mentioned for rearrangement of subjects and around 87.9% teachers and 90.3% students opined for addition of Pathology subjects in Phase II of MBBS course. Study also recommended that more extensive study is needed to get an unanimous opinion from the students and medical teachers regarding the subjects in Phase II and Phase III of MBBS course. Bangladesh Journal of Medical Education Vol.10(2) 2019: 19-22

scholarly journals A Systematic Review of Postgraduate Theses on Curriculum Evaluation

2021 ◽  
Vol 11 (1) ◽  
pp. 43-64
Author(s):  
İlkay Doğan Taş ◽  
Serap Nur Duman
Keyword(s):  
Systematic Review ◽  
Quantitative Research ◽  
Training Programs ◽  
Evaluation Model ◽  
Evaluation Studies ◽  
Curriculum Evaluation ◽  
Research Trend ◽  
Quantitative Research Methods ◽  
Teachers And Students ◽  
Effectiveness Of Training

Curriculum evaluation is a process carried out to decide the effectiveness of training programs. In this process, the strengths and aspects of the training programs that are open to improvement are emphasized. Therefore, curriculum evaluation studies are an important part of curriculum development. In this respect, it is important to consider the research studies on curriculum evaluation studies together in order to develop curriculum. This study aims to review the postgraduate theses completed on the evaluation of curricula in Turkey between 2007 and 2019 according to several variables and to determine the research trend in this field. The method of the research was formed by systematic review. In this context, 586 postgraduate theses written on curriculum evaluation were reviewed. It was determined that the theses showed a balanced distribution according to years and were generally at master’s level. The postgraduate theses were mainly based on quantitative research methods, and in recent years, there has been a tendency towards qualitative and mixed-method studies. Questionnaires and interviews were used in the theses mostly prepared in accordance with the survey model and the data were collected from teachers and students. In the one-fifth of the theses on the evaluation of curricula which were examined within the scope of this research (105 theses), it was determined that curriculum evaluation models were taken into consideration and that the most preferred model was Stufflebeam’s CIPP model. Following this model, Erden’s "Element-Oriented Curriculum Evaluation Model" and Tyler’s "Objective-Centered Evaluation Model" were also preferred frequently.

scholarly journals A Descriptional Content Analysis of National Studies on the Classroom Management Case

2021 ◽  
Vol 11 (1) ◽  
pp. 214-244
Author(s):  
Somayyeh SOYSAL (RADMARD)
Keyword(s):  
Systematic Review ◽  
Content Analysis ◽  
Data Collection ◽  
Classroom Management ◽  
Research Methods ◽  
School Factors ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
Design Type ◽  
Management Approaches

The purpose of the current was to conduct a descriptive content analysis of the national research studies on classroom management. In this study, the thematic and methodological aspects of the studies on classroom management were portrayed in-depth through an inductive approach. In this systematic review, printed and electronically published studies on classroom management between 1999-2019 were considered. Tags and templates were used as data collection tools. In the study, the content analysis method, one of the qualitative research methods, was used in order to examine the studies conducted in the field of classroom management between 1999-2019. This systematic review was conducted through the content analysis of a total of 300 studies researching the concepts of classroom management. A combination of quantitative and qualitative approaches was used in the data anaysis. The thematic-factual-conceptual contents of the studies were carried out by keyword analysis. A total of 4 study phenomena were identified and these are as follows: (i) classroom management approaches (ii) classroom management dimensions (iii) in-school factors in classroom management, (iv) out-of-school factors in classroom management. The reviewed studies mostly tended to use the qualitative model as a research method. The general designing approach emerges as a reaearch design type. Many studies included in the study obtained data from primary sources if a data collection process was carried out. Most of the sources of data were teachers and students. In this study, it is suggested to increase the richness of the techniques in data collection tools and analysis by increasing the diversity in the research methods of the articles on classroom management classroom.

scholarly journals The COVID-19 pandemic: time for medical teachers and students to overcome grief

Clinics ◽  
2020 ◽  
Vol 75 ◽  
Author(s):  
Patricia Tempski ◽  
Arthur H. Danila ◽  
Fernanda M. Arantes-Costa ◽  
Marina A.M. Siqueira ◽  
Matheus B. Torsani ◽  
...  
Keyword(s):  
Teachers And Students ◽  
Medical Teachers

scholarly journals Students’ feedback on exclusive 6-months online teaching during COVID-19 lockdown: a cross-sectional survey

2021 ◽  
Vol 9 (2) ◽  
pp. 655
Author(s):  
Ajeet Kumar Khilnani ◽  
Rekha Thaddanee ◽  
Gurudas Khilnani
Keyword(s):  
Human Activities ◽  
Online Teaching ◽  
Learning Activity ◽  
Online Classes ◽  
Cross Sectional Survey ◽  
Main Mode ◽  
Cross Sectional ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Medical Teachers

The corona virus pandemic has disrupted the human activities all across the globe and teaching-learning activity is no exception. In India, the nation-wide lockdown was announced in late March, and since then the main mode of undergraduate (UG) medical teaching has been through online classes. This is an unprecedented situation, both for medical teachers and students. Our institute initiated online classes for UG students from as early as mid-March, 2020. It has been more than 6 months of exclusive online teaching now and it was imperative to get overall feedback from students regarding its impact on their learning. It would provide useful inputs regarding utility, efficacy and opportunities to improvise further.

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