Resilience in the Training of Medical Students in a University With a Hybrid Teaching-Learning System

ABSTRACT Background The exposure of students to stressful events and the association of these events with students’ mental health is an important matter in Medical Education. To address this arduous training and solve emerging problems, some students develop methods to help them and, among these, resilience. A hybrid learning system, merging active and traditional learning, can be a supplementary source of stress generation , since it demands the acquisition of knowledge by the students, for summative assessments of traditional teaching as well as for the autonomous search for knowledge, skills, and attitudes required in the problematization. Purpose To determine the degree of resilience throughout the medical course under the hybrid teaching-learning system, identifying underlying mechanisms. Methods This was a cross-sectional study developed from August 2017 to August 2018, at Christus University Center, Brazil, a medical school that uses problem-based learning curricula associated with traditional teaching methodology. Wagnild and Young Resilience Scale was applied to medical students from all semesters. Socioeconomic, emotional and self-reported performance variables were also collected. The association between variables was assessed with minimally adjusted logistic regression models. Results 173 medical students participated in this study, with a mean age of 22.4 years, of which 65.3% were females. 88.1% of the medical students showed high or very high resilience. Receiving support from family and friends was associated with better resilience (p values lower than 0.001), as students who were “very satisfied” or “satisfied” with family support had a greater tendency to develop better degrees of resilience, with results of “very high resilience trends” (82.50%) and “high resilience trends” (71.10%) surpassing the prevalence identified in dissatisfied students. Also, having a religious belief was also associated with higher resilience degrees (p value = 0.02). Conclusions Factors identified in this study, mainly the importance of the support network from family and friends can be stimulated in order to improve students’ resilience. There was no direct association between the academic performance self-assessment and the students’ resilience and the resilience of medical students tends to remain constant throughout the course.

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Resiliencia en la Formación de Estudiantes de Medicina en una Universidad con un Sistema Híbrido de Ensenãnza y Aprendizaje

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v43suplemento1-20190161.esp ◽

2019 ◽

Vol 43 (1 suppl 1) ◽

pp. 357-366

Author(s):

Marcos Kubrusly ◽

Hermano Alexandre Lima Rocha ◽

Allan Carlos Costa Maia ◽

Amanda Kubrusly de Miranda Sá ◽

Mariana Mendonça Sales ◽

...

Keyword(s):

Medical Students ◽

Stressful Events ◽

Learning System ◽

Stress Generation ◽

Support Network ◽

P Value ◽

Teaching Methodology ◽

Traditional Teaching ◽

Cross Sectional ◽

Very High

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Comparative evaluation of COVID-19 pandemic enforced online teaching versus traditional teaching from point of view of medical students

International Journal of Basic & Clinical Pharmacology ◽

10.18203/2319-2003.ijbcp20205535 ◽

2020 ◽

Vol 10 (1) ◽

pp. 36

Author(s):

Radhika Vijay

Keyword(s):

Medical Students ◽

Online Teaching ◽

Point Of View ◽

Learning System ◽

Traditional Teaching ◽

Online Classes ◽

Undergraduate Medical Students ◽

Medical College ◽

Traditional Mode ◽

Teaching Learning

Background: The current ongoing coronavirus-2019 (COVID-19) pandemic has brought a sea change in education teaching learning system, ways and methodologies. Online teaching has been enforced suddenly for students worldwide. It has become a substitute to traditional teaching. Aware of the fact that the Corona pandemic has changed the way of learning teaching, we want to find out what students think about their real predispositions. This study is to compare and evaluate the opinions, preferences, experiences of undergraduate medical students during continuous online classes since the onset of Pandemic times.Methods: A sample size of 115 undergraduate medical students of batch 2019 was taken for the study done in Sardar Patel Medical College of Bikaner, Rajasthan, India in October 2020.A questionnaire was prepared using Google forms application and was filled by students online.Results: Majority of students had a preference and interest for traditional mode of teaching, they agreed on better understanding of concepts and details of topic and grasping more of knowledge through it. But majority of students also agreed that they are getting more time to study now with online teaching.Conclusions: This study gives an in depth insight into the current ongoing online teaching methodologies and throws light on changing acceptance of students to the current COVID-19 pandemic ways of teaching and on welcoming a better “blended learning” pattern in the upcoming Post COVID-19 new normal times.

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The Effects of Changes in Teaching/Learning Schedule Pattern in Physiology Subject among 2nd M.B., B.S Students from University of Medicine, Magway

European Journal of Medical and Health Sciences ◽

10.24018/ejmed.2020.2.5.495 ◽

2020 ◽

Vol 2 (5) ◽

Author(s):

Zarchi Theint Theint Hlaing ◽

Mya Pwint Phyu ◽

Sanda Kyaw

Keyword(s):

Medical Students ◽

Comparative Study ◽

Learning Style ◽

Learning System ◽

Average Score ◽

Traditional Teaching ◽

Multiple Choice Questions ◽

The Past ◽

Class Test ◽

Teaching Learning

The failure rates of the medical students had increased during the past few years. There are many supportive factors for deteriorating the students’ performance. One of these might be due to some defect in teaching/learning system. Therefore, the aim of this study is to determine the effects of changes in teaching/learning schedule pattern in Physiology Subject among 2nd MB BS students from University of Medicine, Magway. A Comparative study was done. Data was collected from 2nd MBBS students studying at University of Medicine, Magway, Myanmar (n = 230). Class test-1 was done before the introducing of the new teaching/learning schedule pattern. There was 3-month intervention of introducing the new teaching/learning schedule pattern. At the end of this program, class test-2 was done. Scores of all students in class test-1 and class test-2 were compared and analyzed. In the present study, the average marks of class test-1 and class test-2 were 38.23±14.56 and 43.32±18.42, respectively. It was found that the average score of the students in class test-2 was higher than that of class test-1(p< 0.001). Both class test-1 and class test-2 included 2 sections which involved multiple choice questions (MCQs) and multiple short questions (MSQs). In MCQs section, 22.17% of the total students were passed in class test-1 whereas it was increased to 33.48% in class test-2 (p< 0.01). In MSQs section, it was indicated that 29.56% of the total students were passed in class test-1 and 39.56% of the students were passed in class test-2 (p< 0.001). In the average score of both MCQs and MSQs, the students passed rate is increased from 26.96% to 36.96% after the changing of teaching/learning style (p< 0.001).This findings suggested that the new teaching/learning style was more effective than the traditional teaching.

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Blogs As A Learning Space: Creating Text Of Talks

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v4i6.4382 ◽

2011 ◽

Vol 4 (6) ◽

pp. 15 ◽

Cited By ~ 2

Author(s):

Arnold Nicholas E. Santos

Keyword(s):

Everyday Life ◽

Learning Process ◽

Traditional Method ◽

Online Teaching ◽

Traditional Classroom ◽

Teaching Methodology ◽

Traditional Teaching ◽

Online Classes ◽

Learning Space ◽

Teaching Learning

This paper explored the pedagogical preparations taken by the researcher in integrating blogs to the traditional classroom experience as well as its use in online classes as a tool for students to write about what they have learned in class and relate it to everyday life. The researcher utilized web blog, combined Facebook and Multiply blogsites, in the online teaching. Utilization of blogsites to supplement the traditional method of teaching was a welcome innovation for most students. The study involved thirty-eight (38) enrolled students of the course English 111. The familiarity and convenience of facebook and multiply blogsites makes learning and complying to requirements an enjoyable task. Blogs as a learning space for English 111 was an effective teaching methodology appreciated by the students. However, the integration of blogs in the traditional teaching learning process requires preparation and planning on the part of the teacher so that applicable and timely activities could be given to the students.

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Teaching Biostatistics to Medical Students of the Altai State Medical University

Politehnika ◽

10.36978/cte.3.1.1 ◽

2019 ◽

Vol 3 (1) ◽

pp. 7-11

Author(s):

Nina Trukhacheva ◽

Nikolay Pupyrev ◽

Ylia Alyabieva ◽

Svetlana Tschernysheva

Keyword(s):

Medical Students ◽

Categorical Data ◽

Learning System ◽

P Value ◽

Educational Goals ◽

Chi Square ◽

New Approaches ◽

Chi Square Test ◽

Medical University ◽

Russian Medical

The current research presents some principles and settings in teaching biostatistics. The purpose of study is to enhance the teaching of biostatistics in Russian medical schools and overcome some problems by applying new approaches and innovation techniques. The research included the questionnaire of students, teachers and postgraduates of the Altai State Medical University. There were applied different approaches and studying by means of learning system MOODLЕ with differentiated courses in biostatistics. Categorical data were analyzed using the chi-square test and a P-value less than 0.05 was considered statistically significant. The findings showed some new approaches and methods in education to improve the biostatistical competence of medical students. The changing in content of biostatistical course would increase students’ motivation if it were maximum approximated to the real medical cases. The analysis of the results proved that some approaches are more effective for teaching biostatistics. They allow students to study according to their personal educational goals and paths.

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TECHNICAL SKILLS OVERWHELMING SOCIAL SKILLS OF OCCUPATIONAL HEALTH NURSING ON TEACHING METHODS

Jurnal Riset Kesehatan ◽

10.31983/jrk.v10i2.7542 ◽

2021 ◽

Vol 10 (2) ◽

pp. 114-122

Author(s):

Syaifoel Hardy ◽

Isak Jurun Hans Tukayo ◽

Rijal Maulana ◽

Ridha Afzal

Keyword(s):

Social Skills ◽

Occupational Health ◽

Technical Skills ◽

T Test ◽

Learning System ◽

P Value ◽

Social Domain ◽

Health Nursing ◽

Teaching Learning ◽

Occupational Health Nursing

The teaching of occupational health nursing (OHN) requires an emphasis on which one should be dominant between technical and social domain, as practiced in the industrial health care services. The purpose of this research is determine which skill domain is more dominant between technical and social skills in the OHN teaching-learning system. This type of study is quantitative approach with cross-sectional study design. The populations were nursing students, nursing practitioners, and nursing lecturers. The sampling technique is non-probability sampling taken online with a sample size of 130 respondents of Indonesian nurses in Indonesia. The data collection tool used a mixed questionnaire in a Likert Scale based on the Health Belief Model theory. The data were analyzed using the Paired Sample T-Test to see whether the results of this study were dominated by the technical or social skills domain. The validity and reliability test was carried out with a sample of 30 people. They were measured by looking at the r table and the Cronbach alpha value for each questionnaire statement, using the SPSS application with the Pearson Product Moment test. The T-Test result of SPSS shows 95 respondents (73.1%), perceived technical skills dominate the OHN work in industry, and 35 respondents (26.9%) in social skills, with a p-value of 0.000. In other words, the dominance of technical skills has a very close association to the teaching-learning system. The need for technical skills is much more dominant than social skills. OHN teaching needs to have an emphasis on technical skills, not the social domain.

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Role play, a teaching strategy for psychiatry – students’ comparative perspective versus traditional teaching

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1173 ◽

2021 ◽

pp. 1-14

Author(s):

Tabassum Alvi ◽

Nusrat Zareen ◽

Saira Farhan

Keyword(s):

Medical Students ◽

Teaching Strategy ◽

Role Play ◽

Study Groups ◽

Survey Study ◽

Control Group ◽

P Value ◽

Teaching Methodology ◽

Conventional Teaching ◽

Significant Difference

Abstract Teaching process is undergoing innovations in medical education. Objective: The current survey study was designed to compare the effectiveness of conventional teaching methodology against role play method, as perceived by medical students. Methods: A questionnaire based survey research was conducted on the final year medical students at Majmah University, KSA in two settings during psychiatry module. First setting was when suicide was being taught and secondly when violence was being covered. At both settings the students were divided in two batches respectively, study and control using simple random technique. The control group was taught with a conventional methodology and the study group taught via role play method primarily. A questionnaire pertaining to students’ level of satisfaction regarding different aspects of learning process was given to the participants at the end of each teaching session. The response of the control and study groups in both settings was analyzed statistically applying chi square test. A p value of 0.05 or less was taken as significant. Results: In both settings the students of the control group significantly rated conventional teaching more interactive as compared to the role play. Also doubts clarification was more in the control group in the setting of suicide theme. Rest of the results, did not show any significant difference between the two modalities. Conclusion: It is concluded that although change in curricula is the need of the time, still students’ feedback is essential. If conventional teaching is adopted with a student centered approach, it can be equally Continuous....

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Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective? Perspectives from study on a group of medical students in Oman (Preprint)

10.2196/preprints.30381 ◽

2021 ◽

Author(s):

Mohan B Sannathimmappa

Keyword(s):

Medical Students ◽

Learning Strategy ◽

P Value ◽

Knowledge Application ◽

Active And Collaborative Learning ◽

Study Results ◽

Self Study ◽

Team Based Learning ◽

Immunological Diseases ◽

Teaching Learning

BACKGROUND Team-based learning (TBL) is highly structured, instructive, and student-focused pedagogy used by medical educators to foster students’ learning. OBJECTIVE The purpose of our study was to qualitatively explore students’ perception on effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes. METHODS A cross-over study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases. The means and standard deviations of the pretest and posttest scores were compared using unpaired T-test. ANOVA for cross-over design was used to find out confounding by sequence of interventions with a p-value of < 0.05 signifying significance. Students’ feedback on the effectiveness of online TBL sessions was collected through predesigned questionnaire on a 3-point Likert scale. The data was analyzed using SPSS version 22 and was expressed as number and percentage. RESULTS In total, 139 MD4 year medical students participated in the activity. The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive. Majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement in the learning process through student-led discussions. Also, many opined that TBL enhanced their critical thinking, problem solving ability, communication skills, and thus improved their knowledge. The posttest scores of the students who participated in TBL session was significantly higher when compared to self-study group, suggesting the session improved their knowledge. CONCLUSIONS TBL is an instructive and highly structured teaching-learning strategy, welcomed by majority of our participants. The pre-class preparation, readiness assurance tests, instructor’s feedback, and knowledge application exercises encourage students to engage in active and collaborative learning and thus aids in better knowledge acquisition. From our study results, it is concluded that online TBL sessions are effective in fostering students’ learning and can be used confidently when situation demands. CLINICALTRIAL NU/COMHS/EBC0001/2021

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Constructivism Applied: An Example from the Teaching of Computing

Learning and Teaching in Higher Education Gulf Perspectives ◽

10.18538/lthe.v2.n2.03 ◽

2005 ◽

Vol 2 (2) ◽

pp. 21-26

Author(s):

Brian Hinton

Keyword(s):

Conceptual Change ◽

Learning Strategies ◽

Teaching Methodology ◽

Traditional Teaching ◽

Constructivist Teaching ◽

Classroom Activities ◽

Constructivist Model ◽

Methods Of Learning ◽

Teaching Learning ◽

Constructivist Approaches

The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions. This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.

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Methodology of problematization with the maguerez’s arch: an alternative method for teaching, research and study in dentistry

Brazilian Dental Science ◽

10.14295/bds.2015.v18i1.1047 ◽

2015 ◽

Vol 18 (1) ◽

pp. 34 ◽

Cited By ~ 1

Author(s):

Heleine Maria Chagas Rêgo ◽

José roberto Rodrigues

Keyword(s):

Graduate Students ◽

Teaching Methodology ◽

Traditional Teaching ◽

Learning Method ◽

State University ◽

Restorative Dentistry ◽

Alternative Teaching ◽

Paulo State ◽

School Of Dentistry ◽

Teaching Learning

Objective: evaluate the application of the problematization methodology(PM) (Arch Maguerez), as an alternative teaching-learning method in formation post-graduation students. Material and Methods: 25 post-graduate students of the program in Restorative Dentistry at the School of Dentistry of ICT-Office of Science and Technology of São José dos Campos, São Paulo State University – UNESP, who were part of the discipline of Applied Teaching Higher Education , developed activities that characterized the problematization methodology (PM) and the traditional teaching methodology in force. By means of a questionnaire it was possible to assess the perception the students had of the activities made. Results: It was observed that problematization methodology (PM) was a valid alternative teaching-learning method for formation of new professors, in the opinion of students. Conclusion: problematization methodology (PM) can be applied as a complementary tool in the construction of the future professors’ knowledge, in addition to being a strategy for research and study.

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