Modified use of team-based learning in an ophthalmology course for fifth-year medical students

2014 ◽  
Vol 38 (1) ◽  
pp. 46-48 ◽  
Author(s):  
Levent Altintas ◽  
Ozgul Altintas ◽  
Yusuf Caglar
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Learner Centered ◽  
Traditional Teaching Methods ◽  
Team Based Learning ◽  
Class 1 ◽  
Short Time

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year cornea module of an ophthalmology course. Questionnaires (using a Likert scale of 1–5) were distributed to 169 fifth-year medical students attending the cornea module applied as TBL in an ophthalmology course. The questionnaire consisted of two categories: the TBL format (7 items) and an open-ended question about the class (1 item). Feedback was then evaluated. The majority of students felt that modified TBL sessions were better at fulfilling learning objectives (121 students, 71.59%), enabled better understanding (134 students, 79.28%), were more interesting (146 students, 86.39%), ensured greater student participation (123 students, 72.78%), and involved greater effort on the part of students (148 students, 87.57%) compared with traditional teaching methods. Most of the students (129 students, 76.33%) agreed that more such sessions should be organized in the future. In conclusion, after adjustments to improve weaknesses, such as the short time allocation and students' lack of prior background, the outcomes of this modified TBL approach on the cornea module of an ophthalmology course provide a good basis for its continuation.

scholarly journals Problem-based Learning Combined with Team-based Learning in Sports Biochemistry Courses

2021 ◽  
Vol 3 ◽  
pp. 95-98
Author(s):  
Fangcheng Li
Keyword(s):  
Teaching Methods ◽  
Problem Based Learning ◽  
Sugar Metabolism ◽  
Traditional Teaching ◽  
Passive Learning ◽  
Experimental Teaching ◽  
Self Study ◽  
Traditional Teaching Methods ◽  
Team Based Learning ◽  
Research Ability

Explore Problem-based learning (PBL) combining with Team-based learning (TBL) in sports biochemistry course sugar metabolism and movement section theory and experimental teaching, relative to the traditional teaching methods, the two method teaching makes students passive learning for active learning, increase the interest in learning, at the same time exercise their team spirit and active access to learn, improve their self-study ability, practical ability, scientific research ability, at the same time cultivate the consciousness of lifelong learning, the effect is remarkable.

scholarly journals Role of 3D printing technology in paediatric teaching and training: a systematic review

2021 ◽  
Vol 5 (1) ◽  
pp. e001050
Author(s):  
Ashar Asif ◽  
Elgin Lee ◽  
Massimo Caputo ◽  
Giovanni Biglino ◽  
Andrew Ian Underwood Shearn
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
3D Printing ◽  
Teaching Methods ◽  
Comparative Studies ◽  
Test Scores ◽  
Patient Specific ◽  
Traditional Teaching ◽  
Traditional Teaching Methods

BackgroundIn the UK, undergraduate paediatric training is brief, resulting in trainees with a lower paediatric knowledge base compared with other aspects of medicine. With congenital conditions being successfully treated at childhood, adult clinicians encounter and will need to understand these complex pathologies. Patient-specific 3D printed (3DP) models have been used in clinical training, especially for rarer, complex conditions. We perform a systematic review to evaluate the evidence base in using 3DP models to train paediatricians, surgeons, medical students and nurses.MethodsOnline databases PubMed, Web of Science and Embase were searched between January 2010 and April 2020 using search terms relevant to “paediatrics”, “education”, “training” and “3D printing”. Participants were medical students, postgraduate trainees or clinical staff. Comparative studies (patient-specific 3DP models vs traditional teaching methods) and non-comparative studies were included. Outcomes gauged objective and subjective measures: test scores, time taken to complete tasks, self-reported confidence and personal preferences on 3DP models. If reported, the cost of and time taken to produce the models were noted.ResultsFrom 587 results, 15 studies fit the criteria of the review protocol, with 5/15 being randomised controlled studies and 10/15 focussing on cardiovascular conditions. Participants using 3DP models demonstrated improved test scores and faster times to complete procedures and identify anatomical landmarks compared with traditional teaching methods (2D diagrams, lectures, videos and supervised clinical events). User feedback was positive, reporting greater user self-confidence in understanding concepts with users wishing for integrated use of 3DP in regular teaching. Four studies reported the costs and times of production, which varied depending on model complexity and printer. 3DP models were cheaper than ‘off-the-shelf’ models available on the market and had the benefit of using real-world pathologies. These mostly non-randomised and single-centred studies did not address bias or report long-term or clinically translatable outcomes.Conclusions3DP models were associated with greater user satisfaction and good short-term educational outcomes, with low-quality evidence. Multicentred, randomised studies with long-term follow-up and clinically assessed outcomes are needed to fully assess their benefits in this setting.PROSPERO registration numberCRD42020179656.

scholarly journals A Critical Review on Discussion and Traditional Teaching Methods

2021 ◽  
Vol 58 (1) ◽  
pp. 1871-1886
Author(s):  
Saira, Nishat Zafar , Muhammad Hafeez
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Review Of Literature ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Traditional Teaching Methods ◽  
Review Study ◽  
Statistical Results

 Teaching strategy is an important part of learning. Without suitable learning method, the required goals cannot be achieved. A review study comprises of descriptive and statistical results of previous published articles on traditional lecture and discussion teaching methods has been conducted. Thirty (30) articles published from 2014-2020 have selected for the review.  The review of literature indicated that form 30 selected articles, 24 articles showed statistically higher significant value for discussion teaching method and only six articles showed low significant value form discussion teaching method. So, by review it can be concluded that discussion teaching method is more effective and result oriented teaching strategy than traditional lecture method. 

The Usefulness of Virtual Reality Head Set in Basic Surgical Skills Education of Medical Students

2021 ◽  
Author(s):  
Sofianna Ojala ◽  
Henrik Nuutinen ◽  
Joonas Sirola ◽  
Timo Nykopp ◽  
Heikki Kröger
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Teaching Methods ◽  
Surgical Skills ◽  
Perceived Usefulness ◽  
Added Value ◽  
Traditional Teaching ◽  
Average Rating ◽  
Traditional Teaching Methods ◽  
The Subject

Abstract BackgroundThe aim of this study was to investigate the usefulness of a Virtual Reality (VR) head set in teaching basic surgical skills. MethodsTwenty-six (26) fourth-year medical students from the University of Eastern Finland participated in a voluntary exercise. Students practiced basic surgical procedure exercises using VR4HEALTHCARE in VR with OCULUS Rift S glasses. Twelve (12) students performed the exercises under the guidance of a teacher and fourteen (14) without the teacher present. After the exercise, the groups filled out a feedback form including questions about the self-perceived usefulness of the training. Statistical analysis was performed using IBM SPSS Statistics 25.0 software, using the Mann-Whitney U test. ResultsThe most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0-10 (0 = worst, 10 = best). When the teacher was present, on average the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8 and when teacher was not present students’ average rating was 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also included specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. ConclusionsThis study showed that new technology requires proper initial introduction and guidance, especially when the subject being taught is new to the student. The student should also have adequate knowledge of the subject to be taught before VR training. This research also shows, that in the virtual world, it is possible to teach things that may not be possible to teach effectively with traditional teaching methods. However, VR exercises should not replace high-quality traditional teaching methods.

scholarly journals A new method of teaching medical statistics at medical universities in Guangdong

2019 ◽  
Author(s):  
Qing-shan Chen ◽  
Xin-yue Ma ◽  
Xin Cheng ◽  
Xuesong Yang
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Medical Profession ◽  
Traditional Teaching ◽  
Medical Statistics ◽  
Negative Attitudes ◽  
Novel Approach ◽  
Traditional Teaching Methods ◽  
Approach To Teaching ◽  
Effective Use

AbstractAlthough statistics play a significant role in the medical profession, studying medical statistics is challenging because this topic is more difficult to comprehend than other subjects included in medical curricula. Therefore, improving the teaching of medical statistics to meet the requirements of modern medical students/physicians is an essential task. In this study, based on responses about studying medical statistics completed by medical students, we developed a novel approach to teaching medical statistics named “purpose, database, types of variable, and relationship between variables (PDTR)”, which emphasizes how to simply master statistical applications and reduces class hours for students. Also, pilot course was implemented. We discovered that the participants using PDTR performed better on examinations of medical statistics than did graduates of institutions using traditional teaching methods (86.39±3.72 vs 73.72±6.58, P < 0.001). In addition, positive feedback was received by participants (>80%). Altogether, as a completely novel pedagogical method of teaching medical statistics, PDTR overcomes the negative attitudes of students towards medical statistics, enhances enthusiasm for learning statistics, and remarkably simplifies the process of studying statistical applications. These advantages are undoubtedly conductive to improving the effective use of medical statistics in physicians’ professional work.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

scholarly journals Health Education – Responsibility – Changing Attitude. A New Pedagogical and Methodological Concept of Peer Education

2018 ◽  
Vol 8 (1) ◽  
pp. 55-74
Author(s):  
Helga Judit Feith ◽  
Ágnes Lukács J. ◽  
Edina Gradvohl ◽  
Rita Füzi ◽  
Sarolta Mészárosné Darvay ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Teaching Methods ◽  
Peer Education ◽  
Service Work ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Health Promotion Programs ◽  
Health Related ◽  
Insight Into

Abstract Health-related attitudes can be modified and supported most effectively at young ages. Young generations require more interpersonal and interactive pedagogical methods in programs engaged in health promotion, as well. The aim of the authors was to get an insight into a relatively novel pedagogical method, called peer education. This multilateral activity is focusing the procedure on attitudes, experience, and motivation of youngsters in connection with health promotion programs and community service work. In this article, the authors describe 1) the theory, origin, and principal influences of peer education compared to traditional teaching methods and 2) the new, efficiency-oriented and science-based methodology of health education program.

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