Implementation and evaluation of a web-based communication skills learning tool for training internal medicine interns in patient-doctor communication

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

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Critical Care Communication Skills Training for Internal Medicine Residents

MedEdPORTAL ◽

10.15766/mep_2374-8265.10212 ◽

2015 ◽

Vol 11 (1) ◽

Author(s):

Laura Rock ◽

Nina Gadmer ◽

Robert Arnold ◽

David Roberts ◽

Asha Anandaiah ◽

...

Keyword(s):

Internal Medicine ◽

Critical Care ◽

Communication Skills ◽

Skills Training ◽

Communication Skills Training ◽

Internal Medicine Residents

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A web-based e-learning tool for UML class diagrams

IEEE EDUCON 2010 Conference ◽

10.1109/educon.2010.5492473 ◽

2010 ◽

Cited By ~ 15

Author(s):

J. Soler ◽

I. Boada ◽

F. Prados ◽

J. Poch ◽

R. Fabregat

Keyword(s):

Learning Tool ◽

Web Based ◽

E Learning ◽

Class Diagrams

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Pengembangan perangkat pembelajaran berbasis masalah berorientasi pada kemampuan komunikasi dan prestasi belajar matematika siswa SMP

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v4i1.11325 ◽

2017 ◽

Vol 4 (1) ◽

pp. 32

Author(s):

Fitratul Wulan Fatmasuci

Keyword(s):

Communication Skills ◽

Junior High School ◽

Communication Skill ◽

Problem Based Learning ◽

Achievement Test ◽

Mathematical Communication ◽

Learning Achievement ◽

Skill Test ◽

Learning Mathematics ◽

Skills Learning

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran matematika berbasis masalah yang berorientasi pada kemampuan komunikasi dan prestasi belajar matematika yang mempunyai kualitas baik yang terdiri atas rencana pelakanaan pembelajaran (RPP), lembar kerja siswa (LKS), tes kemampuan komunikasi, dan tes prestasi belajar. Penelitian ini adalah penelitian dan pengembangan. Prosedur yang diadaptasi tersebut meliputi tiga tahap yaitu studi pendahuluan, desain produk, dan pengembangan produk. Hasil penelitian menunjukkan bahwa perangkat pembelajaran matematika yang dikembangkan masing-masing memenuhi kriteria valid dengan kategori “baik”. Perangkat pembelajaran yang dikembangkan praktis dengan hasil penilaian kepraktisan oleh guru pada kategori “baik”, kategori “sangat baik” berdasarkan respon siswa dan kategori “sangat baik” berdasarkan hasil observasi keterlaksanaan pembelajaran. Perangkat pembelajaran yang dikembangkan efektif berdasarkan ketuntasan belajar siswa. Persentase siswa yang tuntas pada tes kemampuan komunikasi matematika mencapai 84,38% dan pada tes prestasi belajar mencapai 81,25%.Kata Kunci: perangkat pembelajaran, pembelajaran berbasis masalah, kemampuan komunikasi matematika, prestasi belajar Developing a Problem-Based Learning Instructional Kit Oriented to Junior High School of Mathematical Communication Skills and Learning Achievement AbstractThe research aims to produce a good quality problem-based learning mathematics instructional kit oriented to mathematical communication skills and learning achievement consisting of lesson plans, student worksheets, communication skill test, and learning achievement test. This study was a research and development. The procedure of this model consisted of three steps are define, design and develop. The result shows that the mathematics instructional kit is valid with a “good” category. Learning kit that has been developed was practically shown by results of practicality votes by teachers in category “good”, “very good” category based on student’s responses and “very good” category based on the observation of learning implementation. Learning kit that has been developed was effective based on student’s learning mastery. The percentage of students who achieved the mastery level in communication test is 84.38% and in learning achievement test is 81.25%.Keywords: instructional kits, problem-based learning, mathematical communication skills, learning achievement

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PENGEMBANGAN PERANGKAT PEMBELAJARAN KOOPERATIF TIPE NHT (NUMBERED HEADS TOGETHER) UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI DAN MENINGKATKAN HASIL BELAJAR PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v5n1.p830-837 ◽

2017 ◽

Vol 5 (1) ◽

pp. 830

Author(s):

Hasnawati Hasnawati ◽

Rudiana Agustini ◽

Toeti Koestiari

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Communication Skills ◽

Learning Process ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Text Book ◽

Nonelectrolyte Solution ◽

Skills Learning ◽

Readability Level

The aims of this study are to develop a cooperative learning type NHT (Numbered Heads Together). The typeis feasible (valid, practical, and effective) and can to practice communication skills, learning outcomes in the material of electrolyte and nonelectrolyte solution in the second semester students of class X State High School 1 Peso. Development of the learning is done based on the models of four-D. This study use done group pretest posttest design. Based on research data obtain findings: the validity of the research developed a good categorized; text book readability level students the developed a good category; good categorized enforceability of RPP; student’s dominant activity is to communicate information ideas/ opinions, ask questions, and presentations with the percentage of 18.88%; the obstacles encountered during the implementation of the learning device that students are not familiar with the cooperative model type NHT (Numbered Heads Together) and the majority of students are less active in the learning process; students responded positively to the learning process; teaching and learning process using cooperative learning type NHT (Numbered Heads Together) is able to practice the students communication skills; and student learning outcomes after participating in the learning process is completed 100%. The conclusion of this studyis the cooperative learning type NHT (Numbered Heads Together) feasible (valid, practical, andeffective) used to practice communication skills and learning out comes on the material of electrolyte and nonelectrolyte solution. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) yang layak (valid, praktis, dan efektif), melatihkan keterampilan berkomunikasi serta mengetahui hasil belajar pada materi larutan elektrolit dan nonelektrolit pada siswa kelas X semester II SMA Negeri 1 Peso. Pengembangan perangkat pembelajaran dilakukan berdasarkan model four-D. Rancangan penelitian menggunakan One Group Pretest-Posttest Design. Berdasarkan data penelitian diperoleh beberapa temuan:validitas perangkat pembelajaran yang dikembangkan berkategori baik; tingkat keterbacaan Buku Ajar Siswa yang dikembangkan berkategori tepat untuk pembelajaran; keterlaksanaan RPP berkategori baik; aktivitas siswa yang dominan adalah mengkomunikasikan informasi ide/pendapat, bertanya, dan presentasi dengan persentase 18,88%; hambatan yang ditemui selama penerapan perangkat pembelajaran yaitu siswa belum terbiasa dengan model kooperatif tipe NHT (Numbered Heads Together) dan sebagian siswa kurang aktif dalam proses pembelajaran; siswa memberikan respon positif terhadap proses pembelajaran; pembelajarankooperatif tipe NHT(Numbered Heads Together) dapat melatihkan keterampilan berkomunikasi siswa; dan hasil belajar siswa setelah mengikuti proses belajar mengajar adalah tuntas 100%. Kesimpulan dari penelitian ini adalah perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) layak (valid, praktis, dan efektif) digunakan untuk melatihkan keterampilan berkomunikasi dan hasil belajar pada materi larutan elektrolit dan nonelektrolit.

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Ugarit: Translation Alignment Visualization

10.31219/osf.io/thsp5 ◽

2020 ◽

Author(s):

Tariq Yousef

Keyword(s):

User Interface ◽

Training Data ◽

Learning Tool ◽

Web Based ◽

Automatic Translation ◽

Short Overview ◽

Alignment System ◽

Visualization Techniques ◽

Parallel Texts

In this paper we introduce Ugarit a web-based tool for manual translation alignment of parallel texts, the aim was to build a user interface to create training data in form of translation pairs to be used later for an automatic translation alignment system at word/phrase level, the tool now is widely used as reading environment for parallel texts and a languages learning tool. The paper gives a short overview of the visualization techniques used to present the alignment results and shows how the translation graph derived from the aligned translation pairs.

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WIRE

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch011 ◽

2010 ◽

pp. 149-159 ◽

Cited By ~ 2

Author(s):

Yih-Ruey Juang

Keyword(s):

Data Structure ◽

Blended Learning ◽

Learning Environments ◽

Communication Skills ◽

Learning Achievement ◽

Web Based ◽

Warm Up ◽

Face To Face ◽

Face To Face Learning ◽

Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

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A Study of Perceptions, Usability and Future Adoption of a Web-based Learning Tool

International Journal of Technology Diffusion ◽

10.4018/ijtd.2014070105 ◽

2014 ◽

Vol 5 (3) ◽

pp. 69-90

Author(s):

Romina L. Bot ◽

Maria del Rosario Uribe ◽

Alejandra J. Magana ◽

Thomas Mustillo ◽

John A. Springer

Keyword(s):

Technology Acceptance ◽

Perceived Usefulness ◽

Learning Tool ◽

Web Based ◽

Intention To Adopt ◽

Qualitative Approaches ◽

Actual Use ◽

Political Science Education ◽

Innovation Attributes ◽

Insight Into

Studies of technology acceptance suggest that individuals' perceptions of usage might be antecedents to predict their adoption. This research study explored students' and professors' perceptions regarding a web-based tool for political science education; the ultimate goal was to identify students and professors' perceived usefulness and usability and thus their intention to adopt the solution as a learning tool. Forty participants answered a survey questionnaire, and quantitative and qualitative approaches were followed to uncover the relationships between usability principles, innovation attributes, and perceptions of usage. The results of the study provide new insight into the factors that may contribute to the acceptance of the learning tool, and ultimately to its actual use.

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A comparison of medical students′, residents′ and tutors′ attitudes towards communication skills learning

Education for Health ◽

10.4103/1357-6283.188755 ◽

2016 ◽

Vol 29 (2) ◽

pp. 132 ◽

Cited By ~ 5

Author(s):

Beatriz Molinuevo ◽

Amor Aradilla-Herrero ◽

Maria Nolla ◽

Xavier Clèries

Keyword(s):

Medical Students ◽

Communication Skills ◽

Skills Learning

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Reflections of Medical Interns on Internship in Internal Medicine

Journal of Chitwan Medical College ◽

10.3126/jcmc.v9i3.25790 ◽

2019 ◽

Vol 9 (3) ◽

pp. 90-96

Author(s):

Rano Mal Piryani ◽

Suneel Piryani ◽

Gopendra Prasad Deo

Keyword(s):

Internal Medicine ◽

Reflective Practice ◽

Communication Skills ◽

Clinical Report ◽

Professional Skill ◽

Medical College ◽

Hemodialysis Unit ◽

Medical Wards ◽

One Year ◽

Teaching Learning

Background: Reflection and reflective practices are considered as one of the important components of medical education and imperative for self-directed lifelong learning. The objective of this study was to take reflections of interns what they learnt during posting in internal medicine and challenges they faced and what was gratifying moments. Methods: MBBS course in Nepal is of five and half years including one-year mandatory rotational internship of which 2 months posting in internal medicine. The Internship of first MBBS batch at Chitwan Medical College started in May 2015. At the end of last round of posting of first group within department of internal medicine, written reflections of all interns were taken. The data were streamlined manually and presented. Results: Interns updated and enhanced clinical, report interpretation, correlating clinical condition with lab reports, decision making, management, documentation, counselling and communication skills for a limited time posted in medical wards, OPD, ICU, CCU and hemodialysis unit. Some of the challenges were dealing patients with different attitude, to become responsible trustworthy doctor, responding to expectations of patient and family and to keep patient informed. When patient believes and trusts on us and happily returns home were among the gratifying moments mentioned by interns. In fact, students were not taught about reflection during 4 and half years of study Conclusions: Though interns reflected but approach was not systemic as they didn’t learn about reflection during course of study. Incorporate reflection as a teaching learning and assessment methods in curriculum, implement it and make reflective practice as core professional skill.

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