Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students

2018 ◽  
Vol 42 (1) ◽  
pp. 140-145 ◽  
Author(s):  
Nicha Wongjarupong ◽  
Danai Niyomnaitham ◽  
Pitchamol Vilaisaktipakorn ◽  
Tanawin Suksiriworaboot ◽  
Shaun Peter Qureshi ◽  
...  
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Test Scores ◽  
Repeated Measures ◽  
Cultural Context ◽  
High Performance ◽  
Teaching Method ◽  
Learning Methods ◽  
Laboratory Findings ◽  
High Level

Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a “very high” and “high” level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

scholarly journals Active learning of medical students in Taiwan: A realist evaluation

2020 ◽  
Author(s):  
Chien-Da Huang ◽  
Hsu-Min Tseng ◽  
Chang-Chyi Jenq ◽  
Liang-Shiou Ou
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Cultural Context ◽  
Early Stage ◽  
Self Regulation ◽  
Realist Evaluation ◽  
Evaluation Framework ◽  
Process Models

Abstract Background: Active learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why. Methods: Forty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations. Results: Three core CMO configurations, including cultural, training and individual domains, were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome) and dare not give their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm were triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress resulted in recognising active learning and advanced preparation (outcomes). Conclusions: We identified three CMO configurations of Taiwanese medical students’ active learning. The connections among hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

scholarly journals Technologies of active learning in the context of the risks of modern professional education

2021 ◽  
Vol 273 ◽  
pp. 12025
Author(s):  
Tatyana Scherbakova ◽  
Dinamutdin Misirov ◽  
Marina Akopyan ◽  
Larisa Ogannisyan ◽  
Ivan Danchuk
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Learning Methods ◽  
Professional Activities ◽  
Active Teaching ◽  
Current Trends ◽  
High Level

The article includes a comprehensive analysis of the specifics of the system of active learning methods and a description of its resources in the professional training of future specialists in the context of modern modernization of higher education. Based on the results of the analysis of current trends in the development of a variety of technologies and formats of training in higher education, the criteria for determining their feasibility are identified. The paper presents an overview of the significant psychological characteristics of the teacher, acting as internal determinants of successful activity based on active learning methods. Various components of students' project activity are considered. The advantages of active teaching methods in the development of professional thinking, reflection of students' experience and competencies in ensuring the productivity of their advancement in educational and professional activities are revealed. Based on the analysis of the results of empirical research, the article describes the content features of modern students ' ideas about the resources and risks of active learning methods for their role in achieving a high level of professional competence development. The psychological factors that determine the success of the use of active learning methods in professional education are identified.

scholarly journals Jigsaw method as an effective co-operative learning method to understand biochemistry concepts for First year MBBS students

2020 ◽  
Vol 11 (3) ◽  
pp. 3506-3510
Author(s):  
Krishna Veni D V ◽  
Neetha Kundoor ◽  
Radhakishan N
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Cooperative Learning ◽  
Teaching Method ◽  
First Year ◽  
Analytical Skills ◽  
Post Test ◽  
Jigsaw Method ◽  
Post Assessment ◽  
Jigsaw Technique

The jigsaw technique is a method of cooperative learning which makes the students depend and help each other in acquiring knowledge. This technique divides the class into groups to work on small problems with the purpose of collaborating into a final outcome. Jigsaw method is simple, comfortable to adopt and easy to implement. Jigsaw method facilitates active learning without traditional lecturing. It is a peer teaching method as an attempt to shift from a teacher to the learner-centred paradigm. The main aim of the study is to develop cooperative learning by using of Jigsaw technique among the 1 st year medical students for learning concepts of biochemistry. And to determine the effectiveness of the Jigsaw technique by post-assessment of their knowledge of biochemistry. A total of 100 medical students were recruited and their pre-knowledge on the concepts of biochemistry was assessed. The students were trained by using the Jigsaw technique and their post knowledge was assessed. In our present, around 28 students in the pretest scored below 60% marks and only 4 students in the post-test scored below 60%, indicating that there was a remarkable improvement in the scores of these students. And also 85 students scored above 80% marks. Jigsaw technique contribute to a better understanding of the concepts, facilitates active learning, problemsolving, improves analytical skills and logical thinking, enhances communication skills among students.

scholarly journals Prospects for the application of active learning methods in modern education

2021 ◽  
pp. 1649-1664
Author(s):  
Tunzala Verdiyeva
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Learning Technologies ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Local Conditions ◽  
Potential Barriers ◽  
Modern Education ◽  
New Learning ◽  
Adequate Communication

The article examines the prospects for the application of active learning methods in modern education. The survey shows that the prospects for the application of active learning methods in modern education are conditioned by the influence of different factors. These factors can be divided into several groups: comprehensive organization of teaching, building adequate communication, the use of new learning technologies, organization of personality-oriented education and teamwork.   The survey showed that there are real and potential barriers for teachers to use innovative teaching methods, but there is no serious paradox. There is no doubt that there is an intensive interest in the prospects and future of the application of active learning methods in modern education and their application in education. When choosing a teaching method, teachers' ability to use this method and local conditions should be taken into account.

scholarly journals “Speedy Biochemistry” As a New Teaching Method in Preclinical Curriculum

2020 ◽  
Vol 15 (2) ◽  
pp. 327-332
Author(s):  
Noor Akmal Shareela Ismail ◽  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Active Learning ◽  
Teaching Method ◽  
Academic Community ◽  
Learning Session ◽  
Learning Abilities ◽  
Practical Session ◽  
Preclinical Curriculum ◽  
Self Learning

Previous conventional practical session was reported to be less effective in achieving its objectives. Therefore, “Speedy Biochemistry” was introduced to assist students to apply knowledge they have learnt in the classroom. This setting promotes teamwork and application of knowledge in problem solving which can be achieved through active learning. Active learning has piqued the interest of the academic community in giving more benefits to the students. Steps on how to conduct the “Speedy Biochemistry” among Year-1 medical students were illustrated and collection of their feedback was recorded. “Speedy Biochemistry” can be a good active learning session to enhance and improve medical students’ interest in learning and their self-learning abilities in Biochemistry.

scholarly journals Perceived effectiveness of learning methods among preclinical medical students - role of personality and changes over time

2021 ◽  
Vol 37 (7) ◽  
Author(s):  
Shoukat Ali Arain ◽  
Daeya Ahmad Alhadid ◽  
Shahzad Rasheed ◽  
Maram Mansour Alrefaai ◽  
Tarek M. Ahyaf Alsibai ◽  
...  
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Learning Method ◽  
Perceived Effectiveness ◽  
Learning Methods ◽  
Preclinical Medical Students ◽  
Positive Correlations ◽  
Changes Over Time ◽  
Over Time

Background and Objectives: Active learning methods are vital in inculcating skills of critical thinking, lifelong learning and effective communication. Personality may influence learning method preferences and academic performance. The aim of this cross sectional study was to examine the relationship between students’ personality and their predilection for learning methods and academic performance. Methods: Perceived effectiveness of learning methods was assessed over time. Second- and third-year medical students (n=112) completed a questionnaire consisting of Big Five Inventory to measure the personality dimensions, and evaluated lecture, problem-based learning (PBL) and team-based learning (TBL) for their helpfulness in learning. Grade point average (GPA), PBL and TBL grades were obtained. Correlation coefficients were calculated between personality traits and learning method effectiveness scores, and grades. Learning methods effectiveness was compared between second- and third-year students. Results: Positive correlations were identified between conscientiousness and lecture (r = 0.30), agreeableness and lecture (r = 0.20), and agreeableness and TBL (r = 0.23). Likewise, positive correlations were seen between extraversion and PBL grade (r=0.20), and conscientiousness and GPA (r = 0.23). In third year, significant decline in perceived effectiveness of lecture was seen (81% vs 57%; p = 0.006), while increased perceived effectiveness for PBL (38% vs. 50%) was not statistically significant (p = 0.22). Conclusions: The findings provide an evidence for modest correlations between personality and perceived effectiveness of learning methods. Remarkably, perceived effectiveness decreased for the lecture and increased for the PBL over time. The findings may help educators in better implementing active learning modalities. Besides, an earlier introduction may help students becoming acquainted with and getting the most out of PBL. doi: https://doi.org/10.12669/pjms.37.7.4355 How to cite this:Arain SA, Alhadid DA, Rasheed S, Alrefaai MM, Alsibai TMA, Meo SA. Perceived effectiveness of learning methods among preclinical medical students - role of personality and changes over time. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4355 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Impacts of a gross anatomy laboratory course on medical students’ emotional reactions in Taiwan: the role of high-level emotions

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ruei-Jen Chiou ◽  
Po-Fang Tsai ◽  
Der-Yan Han
Keyword(s):  
Medical Students ◽  
Repeated Measures ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Gross Anatomy ◽  
Emotional Reactions ◽  
Laboratory Course ◽  
Anatomy Laboratory ◽  
Broaden And Build Theory ◽  
High Level

Abstract Background Gross anatomy laboratory course at medical school is usually an important learning subject for medical students; however, seeing a cadaver often makes them feel uncomfortable. According to the broaden-and-build theory, positive emotions broaden our inventory of thoughts and actions, and build physical, mental, and social resources. Research on positive psychology found that through direct thanks and positive reframing, people who feel gratitude show fewer depressive symptoms. The present study tried to reduce students’ negative emotions towards cadavers by sequential activities, such as family interviews and an initiation ceremony, which induced gratitude and other positive emotions. Methods The Emotional Reactions Towards Cadavers Scale (ERTCS) was used to evaluate medical students’ emotional reactions after they see a cadaver. Third year medical students (n = 105) at Taipei Medical University in northern Taiwan completed ERTCS on three occasions within a single semester during academic year 2016. Repeated-measures ANOVA and hierarchical regression analyses were then conducted to identify any changes in the emotional reactions of these students. Results The ERTCS showed satisfactory internal consistency and a three-factor structure, i.e., negative emotions, high-level emotions, and excited emotions. High-level emotions were the highest, and negative emotions were the lowest among the three in our sample. Three-wave data showed that participants’ high-level emotions increased, negative emotions decreased, and the former simultaneously predicted the latter after controlling for the influence of gender, religious beliefs, experience of the death of a family member or friend, and burnout level. Conclusions While past research usually focused on coping strategies to reduce medical students’ negative emotions, our study supported the broaden-and-build theory, which emphasizes positive emotions, and demonstrated that elevating medical students’ gratitude to ‘silent mentors’ is an effective way. It is suggested that combining dissection courses with medical humanities can help students successfully handle negative emotions during a gross anatomy laboratory course.

scholarly journals Active learning of medical students in Taiwan: a realist evaluation

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Chien-Da Huang ◽  
Hsu-Min Tseng ◽  
Chang-Chyi Jenq ◽  
Liang-Shiou Ou
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Cultural Context ◽  
Early Stage ◽  
Self Regulation ◽  
Realist Evaluation ◽  
Evaluation Framework ◽  
Process Models

Abstract Background Active learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why. Methods Forty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations. Results Three core CMO configurations, including cultural, training and individual domains, were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome) and dare not give their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm were triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress resulted in recognising active learning and advanced preparation (outcomes). Conclusions We identified three CMO configurations of Taiwanese medical students’ active learning. The connections among hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

scholarly journals Active Learning of Medical Students in Taiwan: Arealist Evaluation

2020 ◽  
Author(s):  
Chien-Da Huang ◽  
Hsu-Min Tseng ◽  
Chang-Chyi Jenq ◽  
Liang-Shiou Ou
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Cultural Context ◽  
Early Stage ◽  
Self Regulation ◽  
Evaluation Framework ◽  
Process Models ◽  
Context Of Learning

Abstract BackgroundActive learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why.MethodsForty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations.ResultsThree core CMO configurations including cultural, training and individual domains were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome), daring not to share their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm are triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress, resulted in recognised active learning and advanced preparation (outcomes).ConclusionsWe identified three CMO configurations of Taiwanese medical students’ active learning. The connections between hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

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