scholarly journals Using an integrated teaching approach to facilitate student achievement of the learning outcomes in a preclinical medical curriculum in India

2019 ◽  
Vol 43 (4) ◽  
pp. 522-528
Author(s):  
Asha Vashe ◽  
Vasudha Devi ◽  
Raghavendra Rao ◽  
Reem Rachel Abraham ◽  
Vinod Pallath ◽  
...  
Keyword(s):  
Medical Curriculum ◽  
Student Assessment ◽  
Educational Environment ◽  
Average Score ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Outcome Based Education ◽  
Directed Learning

Today most education institutions around the world have adopted the philosophy of outcome-based education. The emphasis in outcome-based education is achievement of outcomes; hence the curriculum should be designed in a way that it includes the components targeted specifically at achieving these outcomes. A discipline-based approach results in fragmentation of learning and lack of clinical applicability. Integrated teaching could be a solution to achieve required outcomes in a holistic way. Hence, the aim of this study was to develop, implement, and evaluate an integrated teaching module. Temporal coordination of the basic sciences, along with correlation of learned topics to clinical settings, was done in the first year of the undergraduate medical program. The module was evaluated by obtaining qualitative and quantitative feedback from students. Student assessment was conducted with a test that had case vignettes and multiple-choice questions. In addition, students’ change in learning approaches and self-directed learning readiness were collected. Students’ perception regarding the educational environment was also obtained. Analysis of the data showed positive feedback from the students regarding the integrated teaching. Students’ average score in the test was 86%. There was a significant increase in the scores for the deep approach and self-directed learning readiness in the posttest compared with the pretest. Moreover, students were found to be satisfied with the educational environment. Evaluation of integrated teaching revealed that it was well accepted by the students. Moreover, it facilitated the achievement of the students’ outcomes.

The Level Of Self–directed Learning Among Teacher Training Institute Students – An Early Survey

2012 ◽  
Author(s):  
Boon Shiong Kok ◽  
Baharuddin Aris ◽  
Zaidatun Tasir
Keyword(s):  
Teacher Training ◽  
Structured Learning ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Learning Tasks ◽  
Significant Difference ◽  
Questionnaire Result ◽  
Directed Learning ◽  
Training Institute

Pendekatan pembelajaran terkini mempunyai struktur aktiviti pembelajaran yang pelbagai dan pembelajaran kendiri yang lebih terbimbing dari segi akademik. Tujuan kajian ini adalah mengenal pasti kesediaan pembelajaran kendiri di Institut Perguruan Malaysia. Seramai 266 orang pelajar dari kumpulan kursus Perguruan Lepasan Ijazah (KPLI), Program Ijazah Sarjana Muda Perguruan (PISMP) dan Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP) terlibat dalam kajian ini. Instrumen kajian ialah soal selidik yang diubah suai daripada soal selidik Self–Directed Learning Readiness oleh Guglielmino. Dapatan kajian daripada analisis data menunjukkan kebanyakan pelajar mempunyai kesediaan pembelajaran kendiri yang sederhana atau rendah. Kajian juga mendapati terdapat perbezaan yang signifikan di antara kesediaan pembelajaran kendiri pelajar perempuan dan lelaki. Selain itu, terdapat juga perbezaan yang signifikan di antara kesediaan pembelajaran kendiri pelajar mengikut kursus. Kata kunci: Kesediaan pembelajaran kendiri; pembelajaran kendiri Current learning approaches have various structured learning activities as well more self–directed learning tasks guided through consultation with academics. The aim of this research is to determine students’ self–directed learning readiness (SDLRS) in a Teacher Training Institute. 266 students from the Kursus Perguruan Lepasan Ijazah (KPLI), Program Ijazah Sarjana Muda Perguruan (PISMP) and Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP) group took part in the research. The instrument is a questionnaire adopted from Guglielmino SDLRS questionnaire. Result from the data analysis showed that most of the students are on average or below average in term of SDLRS. Based on SDLRS, there is also significant difference between gender with respect to self–directed learning readiness. In addition, there ia also significant difference of students’ SDLRS with respect to their courses. Key words: Self–directed learning readiness; Self–directed learning

scholarly journals Faktor-Faktor yang Mempengaruhi Self Directed Learning Readiness pada Mahasiswa Tahun Pertama, Kedua, dan Ketiga di Fakultas Kedokteran Universitas Hasanuddin dalam PBL

2016 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hasan Nyambe ◽  
Harsono Mardiwiyoto ◽  
Gandes Retno Rahayu
Keyword(s):  
Self Control ◽  
Independent Learning ◽  
Average Score ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
First Year Students ◽  
Directed Learning ◽  
Second Year ◽  
Self Learning

Background: The study explores the factors that affecting the readiness to (self-directed learning readiness) in the context of PBL is still rare, especially when in fact unprepared students in the initiative and the desire for self-learning, a lack of understanding of students on independent learning and interpretation mischaracterized the self-learning (self directed learning) is still frequently encountered. This study aimed to measure simultaneously identify factors that influence student SDLR in the first, second and third at the Medical Faculty of Hasanuddin University.Method: through two stages (sequencing), which combines two research approaches, namely qualitative as the main approach (dominant) and quantitative approaches as facilitators (less dominant). data collection with questionnaires and focus group discussions. The number of subjects quantitative 399 people (143 people from the first year, 152 the second year and 104 people from the third year), while for FGD about 18 people who set out with purposive sampling. Distributing questionnaires carried out in advance to obtain SDLR categories of high, medium and low, followed by FGD each batch by category SDLRnya. The analysis starts with the transcription process then the coding process.Results: This study shows that the average score lowest SDLR owned by First-year students FK UNHAS while the highest SDLR owned by Second year students. Not found SDLR category lower because students have had plenty of experience of active and independent learning that develops steadily. There are several factors that affect SDLR construct the desire to learn, self-control and self-management.Conclusion: Factors that affect SDLR the first year students, second and third in the FK Unhas divided into two, namely: (1) internal factors which consist of physical health, the availability of leisure time, hobby or avocation, self maturity, and intelligence; (2) external factors which consists of the support of family and friends, faculty facilities, problems, relationships between peers, and the influence of parents and friends

scholarly journals Analytical Study of Self-directed and Problem-Oriented Learning Sessions in Cardio-Respiratory Physiology

2021 ◽  
pp. 30-37
Author(s):  
Suchitra Palve ◽  
Sachin Palve
Keyword(s):  
Medical Curriculum ◽  
Integrated Approach ◽  
Respiratory Physiology ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
P Values ◽  
Significant Difference ◽  
Directed Learning ◽  
Group A

Background: Learner-centred methods for teaching knowledge in the undergraduate medical curriculum utilizing an integrated approach include active learning approaches such as Problem-oriented learning and self-directed learning are two types of education. Aim and objectives: The study aimed to see if self-directed learning and a problem-solving approach to physiology may benefit first-year medical students. Material and methods: 250 students enrolled in Phase I MBBS for two physiology modules: CVS and RS, were involved in this cross-sectional study. Group A (n=125) received self-directed learning sessions for similar topics, whereas Group B (n=125) received problem-oriented learning sessions. An objective evaluation of all subjects covered was done after each SDL and POL session, and the results were analyzed using an unpaired t-test. Results: Cardiovascular physiology self-directed learning sessions, 25.6 % (32/125) of students received maximum scores (group A), whereas 21.6 % (27/125) received moderate grades. 31.2 % (39/125) of problem-oriented sessions received maximum points, whereas 47.2 % (59/125) of pulmonary system module (group A) sig. SDL sessions received intermediate points. The p values (n=0.008) (n=0.009) for both modules indicated a significant difference between 32.8 % (41/125) of those who earned maximum scores and 48 % (60/125) of those who received intermediate grades. With p values of 0.0192, 0.0190, and 0.01179, respectively, pupils achieving 80–89 %, and 70–79 % in both SDL and PBL, had significant variations in their total scores in their internal evaluation when SDL and POL were compared to their overall scores. Conclusion: Self-directed learning sessions are less successful than problem-oriented learning sessions at communicating concepts. It takes time to raise learner’s awareness and prepare them for active; Techniques for learning that are centered.

scholarly journals Self-directed learning in the context of a nursing curriculum: Development of a learning plan

Curationis ◽  
1996 ◽  
Vol 19 (2) ◽  
Author(s):  
B. Majumdar
Keyword(s):  
Health Care ◽  
Nursing Curriculum ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Rapid Pace ◽  
Biological Health ◽  
Learning Contract ◽  
Self Learning

The rapid pace at which biological health breakthroughs and advancements in technology occur is creating unique challenges to health care programmes. The curricula of all health care programmes will need to be set in learning environments where students will be able to develop learning skills that are transportable across situations, over a whole lifetime. This article attempts to focus on self-directed learning (SDL) concepts and the development of a learning contract/plan, including the roles of both the student and faculty in self-learning approaches and contractual development.

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