scholarly journals Application of blended teaching model based on SPOC and TBL in dermatology and venereology

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jinrong Zeng ◽  
Liyao Liu ◽  
Xiaoliang Tong ◽  
Lihua Gao ◽  
Lu Zhou ◽  
...  
Keyword(s):  
Teaching Method ◽  
Learning Experience ◽  
Control Group ◽  
Teaching Model ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Assessment Scores ◽  
Clinical Thinking ◽  
Experimental Group ◽  
Blended Teaching

Abstract Background In this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students. Methods A total of 52 fifth-grade clinical undergraduates from Xiangya School of Medicine of Central South University were randomly divided into an experimental (n = 26) and a control group (n = 26). In March 2018, we used the SPOC and TBL blended teaching model in the experimental group and explored the effects of innovative teaching in the dermatology and venereology course, compared with the control group receiving the conventional teaching method. We analyzed the two groups’ theoretical assessment scores and questionnaire results to evaluate the efficiency of the new pedagogy. Results Students in the experimental group had a better understanding than the control group of the dermatology and venereology content and higher scores on the case analysis questions in the final theoretical examination. The results revealed that the majority of the experimental group students agreed that the novel teaching model blended with SPOC&TBL helped them significantly stimulate motivation and develop their ability in self-directed learning, independent thinking, literature retrieval, presentation board, teamwork, communication, and systematic clinical thinking. The teaching satisfaction survey of the two groups showed that the students’ satisfaction in the experimental group was significantly higher than in the control group (p < 0.05). Conclusions The SPOC&TBL teaching model is better than the traditional one in enriching students’ professional knowledge and cultivating their comprehensive ability. It can effectively promote educational quality, improve students’ learning effects, and enhance their satisfaction. This method has broad application prospects.

Application Research and Practice of TBL Innovative Teaching Method in the Course of Clinical Biochemical Testing Technology

2020 ◽  
Vol 9 (1) ◽  
pp. 14
Author(s):  
Hongxia Gao ◽  
Yan Liu ◽  
Guoqing Wang
Keyword(s):  
Clinical Biochemistry ◽  
Teaching Method ◽  
Teaching Quality ◽  
Evaluation Methods ◽  
Average Score ◽  
Control Group ◽  
Innovative Teaching ◽  
Biochemistry Test ◽  
Experimental Group ◽  
Innovative Teaching Method

The purpose of this study is to explore the practical application effect of TBL innovative teaching method in the course of clinical biochemistry test technology. The research object is all undergraduate students in the laboratory major of 2018 medical school of our university. The research method is comparative experiment method, the teaching method of LBL teaching is set as control group, while the experimental group adopts TBL teaching method. By the final teaching evaluation and the data collected in the process, the influence of TBL teaching methods on the teaching effect of the course is compared and analyzed. The evaluation methods are combined with subjective and objective evaluation. The evaluation methods include questionnaire, student mutual evaluation, final test and other multiple ways. And the results of this study showed that the average score of the experimental group using TBL teaching method was significantly higher than that of the control group using traditional teaching method. In addition, through the process evaluation, it was found that the students in the experimental group were superior to the students in the control group in terms of learning interest, communication ability and learning methods. As a result, the application of TBL teaching method in the teaching of clinical biochemistry test obviously promotes the teaching quality and effect of this course.

scholarly journals Formative e-Assessment for Moroccan Polyvalent Nurses Training: Effects and Challenges

2020 ◽  
Vol 15 (14) ◽  
pp. 236
Author(s):  
Halima Lajane ◽  
Rachid Gouifrane ◽  
Rabia Qaisar ◽  
Fatim Zehra Noudmi ◽  
Said Lotfi ◽  
...  
Keyword(s):  
Formative Evaluation ◽  
Teaching Practice ◽  
Learning Experience ◽  
Student Nurses ◽  
Control Group ◽  
P Value ◽  
Self Assessment ◽  
Innovative Teaching ◽  
Integration Of Technology ◽  
Experimental Group

Formative e-assessment is an innovative teaching practice to enhance learning. However, teachers encounter multiple difficulties in integrating it. In this article,we present the results of an exploratory study conducted with nurses teachers (n=10) to identify the challenges that prevent the integration of technology in formative assessment. Moreover,we expose the results of a learning experience in order to measure the effect of formative e-assessment on teaching the course of surgical nursing care. Our population includes fifty-eight (n= 58) polyvalent student nurses, divided into two groups: an experimental group and a control group. Only the experimental group has been invited to respond to self-assessment quizzes posted online after the course sessions. The positive effect on learning was demonstrated, after comparing the summative scores of the two groups (the p-value of the Mann-Whitney Test is less than 0.05). Also, the qualitative study has demonstrated challenges in ICT integration, absence of institutional directives recommending the use of ICT, required technical skills, diversity of tasks required of teachers, lack of material resources and absence of an institutional platform. The obtained results conclude that the formative evaluation facilitated by ICT positively influences the students’ summative scores. This conclusion should encourage and motivate teachers to integrate ICT into their formative evaluation practices in order to better achieve the learning objectives. However, it seems necessary to involve the actors responsible for training nurses in order to support teachers in the pedagogical integration of ICT.

scholarly journals The learnability level of rhythm named “zencîr usûlü” with Dalcroze teaching method in Turkish music rhythm education

2021 ◽  
Vol 18 (2) ◽  
pp. 215-232
Author(s):  
Sedat Tamay ◽  
Nuray Dönmez Devecioğlu
Keyword(s):  
Teaching Method ◽  
Body Movement ◽  
Control Group ◽  
Teaching Model ◽  
Test Results ◽  
National Education ◽  
Science And Art ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

In this study, by using the Dalcroze teaching method in the education of special talented students, practices focused on the perception of the Turkish musical “zencîr usûlü” with the support of the musical element and the determination of the level of learnability. However, with the applied curriculum, it is aimed to develop rhythmic perception and musical sensitivity by using interdisciplinary method technique and Dalcroze teaching method technique. The subject study group of the study was formed from the students of the music department studying in Akhisar Science and Art Center affiliated to the Ministry of National Education. In this study; A curriculum suitable for students' levels was prepared by foreseeing that gifted students grasped and progressed in a process three times faster than their peers, and that many activities would be easier for them than their peers. Based on the saying "Body movement with music is one, it cannot be separated" mentioned in Ancient Greece, the evaluation of the teaching technique we envisioned with the Turkish musical procedural technique, the pre-test post-test experimental design with control group Handled using. In order to determine whether there is a significant difference between test results, Mann - Whitney U Test, and "SPSS 20" package program was used for pre-test and post-test results. In order to determine the reliability of the study, an expert opinion form regarding the rubric and rubric was used at the pre-test and post-test stages. In the control group, the lessons were taught with the traditional teaching system, while in the experimental group, the teaching model was handled. According to the findings obtained in the study, it was determined that the experimental group in which the teaching model based strategies were applied was more successful than the control group in which the traditional method technique was used.   Özet Bu çalışmada, özel yetenekli öğrenci eğitiminde Dalcroze öğretim yöntemi kullanılarak, Türk mûsıkîsi zencîr usûlünün müzik unsuru ile desteklenerek algılanması ve öğrenilebilirlik düzeyinin tespiti üzerinde yoğunlaşılan uygulamalar yapılmıştır. Bununla birlikte, uygulanan öğretim programıyla disiplinlerarası yöntem tekniği ve Dalcroze öğretim yöntem tekniği kullanılarak ritmik algı ve müzikal duyarlılığın geliştirilmesi amaçlanmıştır. Araştırmanın denek çalışma grubu, Milli Eğitim Bakanlığına bağlı Akhisar Bilim ve Sanat Merkezinde öğrenim gören müzik bölümü öğrencilerinden oluşturulmuştur. Bu araştırmada; özel yetenekli öğrencilerin, yaşıtlarına göre normalden üç kat daha hızlı bir süreçte konuyu kavradıkları ve ilerledikleri, yaşıtlarına göre pek çok etkinliğin onlara daha kolay gelebileceği ön görülerek öğrencilerin seviyelerine uygun bir öğretim programı hazırlanmıştır. Antik Yunan’da zikredilen “Müzikle beden hareketi birdir, ayrılamaz” sözünden yola çıkarak, Türk mûsıkîsi usûl icra tekniği (meşk sistemi) ile öngördüğümüz öğretim tekniğinin değerlendirmesi, söz konusu tekniğin, bedensel hareket ve koordinasyon eşliğinde uygulandığı ön test son test kontrol gruplu deneysel desen kullanılarak ele alınmıştır. Test sonuçları arasında anlamlı bir fark olup olmadığını belirlemek amacı ile Mann - Whitney U Testi, ön test ve son test sonuçlarında ise “SPSS 20” paket programı kullanılmıştır. Çalışmanın güvenirliğinin tespiti için de, ön test - son test aşamalarında dereceli puanlama anahtarı ve dereceli puanlama anahtarına ilişkin uzman görüşü alma formu kullanılmıştır. Kontrol gurubunda dersler geleneksel öğretim sistemiyle işlenirken, deney grubunda ise öğretim modeli ele alınarak işlenmiştir. Araştırmada elde edilen bulgulara göre, geleneksel yöntem tekniğinin kullanıldığı kontrol grubuna nazaran öğretim modeline dayalı stratejilerin uygulandığı deney grubunun daha başarılı olduğu saptanmıştır.

scholarly journals Innovation in Diabetes Clinic: Insulin Injection Teaching Aid

2021 ◽  
Vol 44 (1) ◽  
pp. 46-52
Author(s):  
Nampeth Saibuathong ◽  
Rattanaporn Jeerawatana ◽  
Taratip Pumkompol ◽  
Saisunee Tubtimtes
Keyword(s):  
Diabetes Mellitus ◽  
Teaching Method ◽  
Insulin Injection ◽  
Control Group ◽  
Diabetes Clinic ◽  
Innovative Teaching ◽  
Control Blood Glucose ◽  
Outpatient Unit ◽  
Experimental Group ◽  
Diabetes Patients

Background: Insulin injection education is important in diabetes mellitus patients’ treatment in order to control blood glucose levels. Objective: To present a new innovative teaching method for insulin injection. Methods: Samples included diabetes patients, who were taught the first insulin injection at the diabetes clinic, Ramathibodi Hospital. They were divided into 2 groups (35 patients in each group): the experimental group was taught by the abdomen model for injections, and the control group was instructed by a traditional lecture style. Three evaluation forms were used: 1) injection observation sheet; 2) self-evaluation sheet of understanding and injection skill of the diabetes patients; and 3) evaluate efficiency form of teaching insulin injection model. Results: The study revealed that the experimental group understood injection methods both in terms of injection skills and confidence in self-injection at more than 97% except for fear. The study found that trypanophobia decreased 70.2% and fear of pain reduced 82.8%. The abdomen model teaching method yielded effective results to increase injection skills, knowledge, and understanding of self-injection. Conclusions: This abdomen model is now used to teach insulin injection as a commercial product sold at the Center of Excellent Innovation, Faculty of Medicine, Ramathibodi Hospital, Mahidol University. This model is currently used as one of the medical tools for teaching insulin injection at the diabetes mellitus clinic of the medical outpatient unit of Ramathibodi Hospital.  

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Chinese Culture ◽  
Teaching Method ◽  
Satisfaction Survey ◽  
Control Group ◽  
Senior Year ◽  
Self Assessment ◽  
Innovative Teaching ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: By establishing an innovative teaching model, teachers and students can optimize the education outcome. Lecture-Based Learning (LBL) model has long been widely used as main teaching method in medical course in Chinese culture with a positive result of grades, however, negative of practice. Case-Based Learning (CBL) model modified it by focusing on clinical case study, yet with its limitations. The aim of our study is to discuss the effect of applying a comprehensive renewal CBL model: Micro-Film Case Based Learning (MF+CBL) Model, in pediatrics theoretical course in senior year students under Chinese culture.Methods: Experimental research was conducted by parallel group control study. The total sample was 104 senior year students (Chinese) majoring in clinical medicine from Guangxi Medical University. The experimental group was intervened by MF+CBL model, while the control group by LBL model. Both process and result were assessed after 8-week courses, by questionnaires of Student Self-Assessment, Satisfaction Survey and Final examination.Results: The outcome of experimental group generally surpassed control group in Student Self-Assessment, Satisfaction Survey, and Final examination. The open question at the end of the questionnaire yet unfolded a fact that a small number of students were not used to the MF+CBL model due to its time and energy consuming feature.Conclusions: MF+CBL model was an innovative teaching method, compared with LBL, with a better contribution of comprehensive quality development，which offered an alternative model to optimize the capacity of future pediatrics doctors.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

THE EFFECT OF CREATIVE DRAMA METHOD ON STUDENTS’ ACHIEVEMENTS TOWARDS THE MUSIC LESSON

2021 ◽  
Vol 6 (14) ◽  
pp. 15-31
Author(s):  
Bahar GÜDEK ◽  
Hande YILMAZ
Keyword(s):  
Teaching Method ◽  
Classroom Teacher ◽  
Control Group ◽  
Creative Drama ◽  
Music Lesson ◽  
Course Success ◽  
Musical Perception ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of creative drama method on students' achievements towards the music lesson . In addition to this, in the research, it was aimed to develop appropriate educational activities prepared with creative drama method for the theoretical subjects of music, to eliminate the unwillingness of students towards these subjects, to facilitate the learning of information about music theory, to make learning fun and permanent, and to provide the student to learn voluntarily. In this study; For the determined purpose, creative drama method was applied in the teaching of theoretical knowledge of the 4th grade musical perception and information learning field in the 2018-2019 Academic Year Music Course Education Program of the Ministry of Education. The study was carried out by experimental method. The study group consists of 80 students, including 40 students in the Samsun Mimarsinan Primary School, an experimental group and 40 students in the control group. While the subjects pertaining to the musical perception and information learning area were taught by the classroom teacher with the traditional (classical) teaching method in the control group, the experimental group was taught by the researcher using the creative drama method. The pre-test and post-test post-test music course success scale was applied to both groups. With the results obtained from the scale, the effect of creative drama method on students' achievements towards the music lesson was investigated. As a result, it was found that creative drama method had a positive effect on students ' achievements, there was no significant difference according to gender, and the effect on students' achievement levels was 'enormous'.

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