A checklist to help students analyze published articles in basic medical sciences.

1995 ◽  
Vol 268 (6) ◽  
pp. S21 ◽  
Author(s):  
P K Rangachari ◽  
S Mierson
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Biomedical Sciences ◽  
Medical Sciences ◽  
Student Responses ◽  
Life Long Learning ◽  
Research Article ◽  
Reading Textbooks ◽  
Scientific Life ◽  
Basic Medical

Because critical analysis of published information is an essential component of scientific life, it is important that students be trained in its practice. Undergraduate students who are more accustomed to reading textbooks and taking lecture notes find it difficult to appreciate primary publications. To help such students, we have developed a checklist that helps them analyze different components of a research article in basic biomedical sciences. Students used the checklist to analyze critically a published article. The students were assigned an article and asked to write a paper (maximum 2 pages of single-spaced type) assessing it. This assignment has been found useful to both undergraduate and graduate students in pharmacology and physiology. Student responses to a questionnaire were highly favorable; students thought the exercise provided them with some of the essential skills for life-long learning.

scholarly journals OSPE (Objective structured practical examination): Perception of the faculty and students at A Public Sector Medical College in Pakistan.

2021 ◽  
Vol 28 (10) ◽  
pp. 1519-1524
Author(s):  
Zahid Kamal ◽  
Nauman Aziz ◽  
Hafiza Swaiba Afzal ◽  
Ahmad Zeeshan Jamil ◽  
Muhammad Waseem ◽  
...  
Keyword(s):  
Public Sector ◽  
Undergraduate Students ◽  
Faculty Members ◽  
Medical Sciences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Practical Examination ◽  
Study Results ◽  
Basic Medical

Objective: Objective Structured Practical Examination (OSPE) is a growing way of assessing the students of medical universities particularly. This study is targeted to compare and assess different perceptions of the faculty and the students towards OSPE at a public sector medical college. Study Design: Cross Sectional Survey. Setting: Sahiwal Medical College Sahiwal. Period: 1st July 2020 to 15th July 2020. Material & Methods: The questionnaire was sent to all the participants by Whatsapp because of COVID-19 pandemic. All the undergrad students of MBBS (500) and all the faculty members (65) of clinical and basic medical sciences were included in the study. Results: The response rate of faculty members was 78.46% and that of undergraduate students was 70.80%. Out of 51 members who responded, 23 (45.10%) were males while 28 (54.90%) were female. Female students were having majority of participation (71.20%). Most of the faculty and students agreed with the fact that ‘The questions asked in the OSPE stations were appropriate and related to the curriculum’ (60.10% and 45.10% respectively). Response to a question ‘OSPE is more transparent, fair and objective as compared to traditional practical examination’ got a nod from faculty members (49%). Almost 76% of the students (strongly agreed and agreed) thought that OSPE was tiring and stressful for them but their respected faculty members thought the opposite. Conclusion: Our study concludes that there is satisfaction of both students and the faculty regarding their perceptions of OSPE at public sector medical college. In our study while comparing, the majority of both the groups were having almost same opinions.

scholarly journals Reflection - an effective strategy for outcome-based learning in basic medical sciences

2021 ◽  
Author(s):  
Uzma Mussarat ◽  
Abeerah Zainub ◽  
Rabia Hanif ◽  
Sadaf Ayub ◽  
Fakhra Naureen ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Male Students ◽  
Effective Strategy ◽  
Multiple Choice Questions ◽  
Medical Sciences ◽  
Post Intervention ◽  
Quasi Experimental ◽  
Group 2 ◽  
Basic Medical ◽  
Group 1

Objective: To determine the role of guided reflection for improved learning outcomes in students of basic dental sciences. Method: The quasi-experimental comparative educational study was conducted at the Islamic International Dental College, Islamabad, Pakistan, from May to September 2019, and comprised second-year undergraduate students in the Basic Medical Sciences curriculum for Microbiology. The subjects were arbitrarily divided into Group-1, which was exposed to guided reflection, and Group-2, which was not asked to reflect on the lectures. Post-intervention, a test of 30 multiple choice questions on the selected topics was conducted to compare the level of learning between the groups. After three weeks, the same activity was repeated with the same groups, but with different topics of lectures. Data was analysed using SPSS 21. Results: Of the total 75 students, there were 28 female and 9 male students in Group-1 (Reflectors), 29 female and 9 male students in Group-2 (Non-Reflectors). Overall, there were 18 male and 57 female students. The overall mean age was 20 years The difference between the groups after the first session was not significant (p>0.05). After session 2, Group-1 score was significantly better than that of Group-2 (p<0.05). Conclusion: Reflective practices on teaching sessions at the end of lectures proved to be an effective strategy to achieve outcome-based learning.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

Effectiveness of instructional computers in teaching basic medical sciences

1979 ◽  
Vol 13 (3) ◽  
pp. 189-193 ◽  
Author(s):  
DIANE L. ESSEX ◽  
W. E. SORLIE
Keyword(s):  
Medical Sciences ◽  
Basic Medical

Whose History?: The Americas and Music Curricula in the United States

2021 ◽  
Vol 15 (4) ◽  
pp. 457-460
Author(s):  
M. Leslie Santana
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Curriculum Reform ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Concert Music ◽  
Music Department ◽  
Theoretical Approaches ◽  
Western European ◽  
Teaching Music

One moment from the much-discussed 2017 curriculum reform in the Music Department at Harvard University has stuck with me and transformed the way I approach teaching music in higher education. In one of the meetings leading up to the revision, graduate students in the department led an activity in which attendees—who included undergraduate students, graduate students, and faculty alike—got into small groups and discussed the relative merits of three hypothetical models for the new undergraduate curriculum. Each of the models involved decentering to some extent the existing curriculum's emphasis on the history of Western European music and dominant music theoretical approaches to it. After a short while, we all gathered back together and one person from each group shared a bit about what had transpired. From the circle of desks nearest the door, an undergraduate student rose to speak and expressed enthusiasm for a broadening of curricular coverages. But, they said, their group also had some reservations about jettisoning the overall focus on Western European concert music altogether. “We still need to learn about our history,” they said, while a faculty member nodded behind them.

scholarly journals Teaching Research Integrity and Bioethics to Science Undergraduates

2005 ◽  
Vol 4 (4) ◽  
pp. 330-334 ◽  
Author(s):  
Julio F. Turrens
Keyword(s):  
Undergraduate Students ◽  
Research Integrity ◽  
National Institutes Of Health ◽  
Biomedical Sciences ◽  
Teaching Research ◽  
Office Of Research Integrity ◽  
The University

Undergraduate students in the Department of Biomedical Sciences at the University of South Alabama, Mobile, are required to take a course entitled“ Issues in Biomedical Sciences,” designed to increase students' awareness about bioethical questions and issues concerning research integrity. This paper describes the main features of this course and summarizes the results of a survey designed to evaluate the students' perceptions about the course. A summary of this study was presented at the 2002 Conference on Research Integrity in Potomac, MD, sponsored by the Office of Research Integrity of the National Institutes of Health.

The word is the deed: the ideology of the research paper in experimental science.

1994 ◽  
Vol 267 (6) ◽  
pp. S120 ◽  
Author(s):  
P K Rangachari
Keyword(s):  
Graduate Students ◽  
Research Paper ◽  
Experimental Science ◽  
Research Publication ◽  
Research Article ◽  
Contemporary Science ◽  
Educational Implications ◽  
Cooperative Activity ◽  
Scientific Facts ◽  
Century Science

The research publication epitomizes the practice of contemporary science. This article emphasizes the underlying ideological basis and comments on the educational implications, particularly for graduate students. An attitudinal shift in the acquisitions of knowledge led to Henry Oldenburg's "invention" of the research article in the 17th century. Science was seen to be an open, cooperative activity, incremental in nature, with contributors building on previous work and submitting their work to scrutiny. Brief papers replaced weighty tomes. Subtle changes over the next century led to the current format. Ethnographic and textual analyses have shown that scientific facts are not revealed but constructed and that the research paper is carefully crafted to serve its twin functions, to inform and to persuade. Manufactured knowledge must be communicated and certified to preserve the communal nature of the investigative enterprise. Publication in a recognized forum fulfills that need. The word IS the deed.

scholarly journals Study the Religiosity and Stress among Graduate Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Mr. Awin A. Akolkar
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Independent Variables ◽  
Significant Difference

The present study is conducted to measure religiosity and stress of graduate students belonging to gender living in Marathwada. The investigators employed one independent variables, gender can influence the religiosity and stress of students. The study was carried out on the sample of graduate students. To measure the religiosity and stress the researcher used the standardized scale of Bhusan and Bisht Battery of stress. The sample consisted of 100 students, out of which, 50 were males and 50 females. The findings of the study revealed that there is significant difference in the religiosity and stress of undergraduate students. Correlation between religiosity and stress is not significant found.

scholarly journals Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

2018 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Jana Grekul ◽  
Wendy Aujla ◽  
Greg Eklics ◽  
Terra Manca ◽  
Ashley Elaine York ◽  
...  
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Community Service ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Pilot Project ◽  
Theory And Practice ◽  
Community Service Learning ◽  
Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.  

Sign in / Sign up

Export Citation Format

Share Document