scholarly journals 1st MBBS professional student’s perception on teaching & learning methods of anatomy, before and at the time of COVID-19 pandemic

2021 ◽  
Vol 9 (2.1) ◽  
pp. 7960-7964
Author(s):  
Upendhar Reddy pulluru ◽  
◽  
Venkateshwar Reddy Muchintala ◽  
Keyword(s):  
Small Group ◽  
Online Teaching ◽  
Online Survey ◽  
Gross Anatomy ◽  
3D Models ◽  
Teaching Methodology ◽  
Small Group Teaching ◽  
Learning Methods ◽  
Medical College ◽  
Teaching Learning

Objectives: COVID-19 pandemic has brought challenges to learn the anatomy subject for the students. Perception & online opinion has been taken from the students of SVS medical college, Mahbubnagar, on teaching and learning methods of anatomy, before and at the time of covid-19 pandemic Materials and Methods: students feedback has been collected through google forms - online survey opinion & Inputs were collected from the 113 MBBS students of the academic year 2019-2020, who had just completed their first year syllabus in both offline and online teaching methods, before lockdown and after lockdown (September-2019 to December-2020). Present study was done by using specially designed questionnaire comprising of points relating to the present curriculum in anatomy & teaching methodology at SVS Medical College, Mahbubnagar. Results: Students point of view, online teaching like streaming (ZOOM MEETING, GOTO MEETING & CISCO WEBEX) was not that much effective. Majority of the students opted for the best method for online teaching was recorded video or voice over PPT’S are the best option than the online streaming classes. Finally the students have opted for Traditional teaching like chalk & talk fallowed by PPT Presentation. Gross anatomy was mainly learned by the dissections involved by the students and faculty side by side. Histology was mainly learned by spending the more time on the microscope & involved in small group teaching. Embryology was mainly understood by small group teaching with the help of 3D models. Conclusion: The study concluded that the chalk and talk teaching fallowed by PPT’S, dissection by the students along with the faculty and spending more time on the microscope with small group teaching were the best methods to approach the anatomy subject. KEY WORDS: Students perception, Anatomy teaching learning methods, online and offline, chalk & talk, dissection.

Developing student teachers’ approaches to group teaching in placement learning

2019 ◽  
Vol 15 (5b) ◽  
pp. 45
Author(s):  
Pham Duc Hiep
Keyword(s):  
Student Teachers ◽  
Small Group ◽  
Teaching Practice ◽  
Rating Scale ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Small Group Teaching ◽  
Pedagogical Content ◽  
Teaching Learning ◽  
Placement Learning

The purpose of this research aims to develop teaching methodology of pedagogical students through small-group teaching practice in group of 4-5 students. All activities that have been conducted by researching the lesson to advance the teaching method of students are: (1) setting goals: identify specific student needs and formulate curricular goals, (2) plans: develop lesson plans; devise data  -collection strategies; rationalize the approach; anticipate students’ responses, (3) implementation: one or two members of the team teach the public lessons in high schools where students from University of Education have placement learning, while other members observe  and collect data, such as video documentation and working samples, (4) debrief: analyze collected data; discuss about students’ learning, teachers’ teaching, relative pedagogical content learning. We used Kobo software and Maastricht-Peer Activity Rating  Scale in order to observe and evaluate the teaching  –  learning activities in small group of students. The results show that using reflection thinking while teaching by small group would help students to improve their teaching methods more efficiently.

Evaluation of Small Group Teaching – Learning Methods, a Comparison of Tutorial with Problem-based Learning

2016 ◽  
Vol 6 (3) ◽  
pp. 136
Author(s):  
Mary Joseph ◽  
Sangeetha Sriram ◽  
Suneetha Nithyanandam ◽  
Shankar Nachiket ◽  
Bhargavi Pawar
Keyword(s):  
Small Group ◽  
Problem Based Learning ◽  
Small Group Teaching ◽  
Learning Methods ◽  
Teaching Learning

scholarly journals Logistical Aspects of Different Online Teaching- learning Methods among Medical Students during COVID-19 in a Tertiary Care Teaching Hospital, Thrissur, Southern India

2021 ◽  
Author(s):  
Sajeevan Kundil Chandran ◽  
Sajith Vilambil ◽  
Shajee Sivasankaran Nair ◽  
Sajna Mathumkunnath Vijayan
Keyword(s):  
Blended Learning ◽  
Online Teaching ◽  
Phase 1 ◽  
Tertiary Care ◽  
Government Medical College ◽  
Online Classes ◽  
Learning Methods ◽  
Medical College ◽  
Online Lectures ◽  
Teaching Learning

Introduction: Due to the Coronavirus Disease-2019 (COVID-19) lockdown implemented by the government, we had to transform our classes into the online sphere. The most commonly used methods of online teaching in Government Medical College, Thrissur were, live online lectures, PowerPoint presentations with narrations, prerecorded videos and assignments. Aim: To assess the logistical aspects, merit and demerits of different online teaching-learning methods among phase-1 medical student in a tertiary care teaching hospital during COVID-19 lockdown Materials and Methods: This cross-sectional study was conducted from July 2020 to September 2020, among phase-1 MBBS students of Government Medical College, Thrissur, Kerala, India. Data was collected from 161 students through a questionnaire consisting of two parts. The first part dealt with logistical aspects, like net connectivity, gadget, expenditure, financial burden, residence and eye strain with online teaching learning methods. The second part dealt with the merits and demerits of each type of teaching learning methods, according to the students. All statistical data was analysed using the Statistical Package for the Social Sciences (SPSS) software version 16. Qualitative data was expressed as a percentage. Results: A total of 97.5% population of students was able to frequently access the online classes. Online learning strained the eyes of 47.8% of students. Mobile phones were used by 92.5% of students for attending online classes internet connectivity was mainly through 4G (71.4%) followed by Wi-Fi (19.9%) connections. Their most preferred method of online learning was online live lectures (35.4%) followed by PowerPoint presentations with narrations (33.5%). Blended learning (online and traditional together) was best preferred method of learning (46.6%). Conclusion: Live online lectures and blended learning were preferred by the majority of students. Thus, the online classes can be continued along with the traditional teaching in future.

scholarly journals Teaching Performances of Trained Teachers at Tutorial Classes of Selected Medical Colleges in Bangladesh: Student's View

2019 ◽  
Vol 14 (1) ◽  
pp. 46-49
Author(s):  
Shamima Parvin ◽  
Md Ahsan Habib ◽  
Humayun Kabir Talukder ◽  
Rukshana Ahmed
Keyword(s):  
Faculty Development ◽  
Armed Forces ◽  
Teaching Methodology ◽  
Learning Session ◽  
Cross Sectional ◽  
Medical College ◽  
Positive Statements ◽  
Trained Teachers ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: Faculty development has become an essential part of any medical college for effective teaching-learning session. Centre for Medical Education (CME) has been organizing ‘teaching methodology’ workshop to train up the medical teachers in Bangladesh as a part of the faculty development programme. Objectives: To assess the students’ views regarding teaching performances of the teachers who had attended the workshop of CME. Materials and Methods: A cross-sectional descriptive study was conducted in thirteen selected medical colleges of Bangladesh. Students’ opinions were collected by a structured questionnaire of 5-point Likert scale that included 13 separate positive statements regarding teaching performances. For each statement, the mean score was calculated and interpreted as, excellent ≥ 4, Good ≥ 3 to ≤ 4, satisfactory ≥ 2 to ≤ 3, unsatisfactory ≤ 2. But mean score ≤3 indicates deficit aspect of performances. Results: According to students’ aggregated views, teaching performances of 15% teachers were excellent, 51% were good, 25% were satisfactory and 9% were unsatisfactory. Conclusion: The trained teachers are not practising the expected standards in the tutorial classes in all aspects. Initiatives should be taken to pay more attention to deficit aspect of performances. Journal of Armed Forces Medical College Bangladesh Vol.14(1) 2018: 46-49

IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

2021 ◽  
pp. 11-12
Author(s):  
Arijit Majumdar ◽  
Soumali Biswas ◽  
Tanushree Mondal
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Classroom Learning ◽  
Learning Methods ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

Distance and Online Learning

2017 ◽  
pp. 23-36
Author(s):  
Sema A. Kalaian
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Online Courses ◽  
Group Learning ◽  
Small Group Learning ◽  
Learning Collaborative ◽  
Learning Methods ◽  
Course Content ◽  
And Mathematics ◽  
Teaching Learning

The aim of this chapter is to present a conceptual and practical overview of online learning pedagogies for the 21st century courses including science, technology, engineering, and mathematics (STEM) courses. Online learning and various alternative innovative forms of online small-group learning have been developed and implemented worldwide to replace or supplement the traditional face-to-face classroom instruction. Online teaching/learning using small-group learning methods such as problem-based learning, cooperative learning, collaborative learning methods, and team-based learning are examples of such innovative reform-based collaborative student-driven pedagogies that are covered in the chapter. These innovative 21st pedagogies make learning in online environments more stimulating, engaging, and motivating for students to deeply and meaningfully learn the course content and maximize their persistence in the web-based online courses.

E-Pedagogical Support Strategies to Teaching Methodology of Economics Students at an Open Distance Learning University

2020 ◽  
Vol 10 (3) ◽  
pp. 1-18
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Student Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Teaching Methodology ◽  
Learning Context ◽  
Online Questionnaire ◽  
Pedagogical Strategies ◽  
Support Strategies

A systematic review of the literature of e-pedagogical support strategies for an open distance learning context was done to explore the knowledge “gap” on existing scholarly works. This paper investigates the use of pedagogical support strategies employed to support student learning in an online Teaching Methodology of Economics course. The research followed a pragmatic approach—an explanatory mixed-methods design—to conduct the research. An online questionnaire and eDiscussion forum entries were employed to collect data. Convenient and purposive sampling of postgraduate students (n=179) in Teaching Methodology of Economics were selected. Students voluntarily completed the online survey. Findings and practical implications were formulated to advance online pedagogical strategies to support student learning and thus promote essential competencies for the course in the college of education at an open distance learning university. The current study has only examined a small sampling of student views regarding pedagogical strategies employed in a teacher education online course. More research is needed to establish whether a larger sample, comparing similar courses in the teacher education programme, will yield different results.

scholarly journals COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anurag Varma ◽  
Mohammad Shoeb Jafri
Keyword(s):  
Blended Learning ◽  
Online Teaching ◽  
Professional Training ◽  
Online Survey ◽  
Transition Process ◽  
Primary Data ◽  
Architecture Education ◽  
Content Type ◽  
Education In India ◽  
Teaching Learning

PurposeThe purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.Design/methodology/approachAn online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.FindingsAll institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.Originality/valueThe paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.

Blogs As A Learning Space: Creating Text Of Talks

2011 ◽  
Vol 4 (6) ◽  
pp. 15 ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document