scholarly journals “Speedy Biochemistry” As a New Teaching Method in Preclinical Curriculum

2020 ◽  
Vol 15 (2) ◽  
pp. 327-332
Author(s):  
Noor Akmal Shareela Ismail ◽  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Active Learning ◽  
Teaching Method ◽  
Academic Community ◽  
Learning Session ◽  
Learning Abilities ◽  
Practical Session ◽  
Preclinical Curriculum ◽  
Self Learning

Previous conventional practical session was reported to be less effective in achieving its objectives. Therefore, “Speedy Biochemistry” was introduced to assist students to apply knowledge they have learnt in the classroom. This setting promotes teamwork and application of knowledge in problem solving which can be achieved through active learning. Active learning has piqued the interest of the academic community in giving more benefits to the students. Steps on how to conduct the “Speedy Biochemistry” among Year-1 medical students were illustrated and collection of their feedback was recorded. “Speedy Biochemistry” can be a good active learning session to enhance and improve medical students’ interest in learning and their self-learning abilities in Biochemistry.

Medical Student Introduction to ‘Patient Centred Healthcare' Through a ‘Constructivist' Learning Session in Cardiology

2013 ◽  
Vol 3 (4) ◽  
pp. 37-49
Author(s):  
Monika Pathania ◽  
Aditi Chaturvedi ◽  
Rakesh Biswas
Keyword(s):  
Medical Students ◽  
Clinical Case ◽  
Life Support ◽  
Cognitive Domain ◽  
Case Discussion ◽  
Learning Session ◽  
Cross Sectional ◽  
Medical Educators ◽  
Power Point ◽  
Self Learning

To compare constructivist and traditional power point teaching modalities in a cardiology workshop for medical undergraduates. The purpose of introducing the constructivist method was to activate the cognitive domain of the students and promote self learning. A cross sectional qualitative and quantitative study was planned on hundred, second and third professional medical students (III to IX semester) who were screened to participate. Topics discussed with the constructivist method were clinical case discussion, basic and advanced cardiac life support, electrocardiography, and community cardiology. The traditional power point method topics discussed were cardiac surgeries, paediatric cardiology and advanced diagnostic cardiology. Assessment on feedback of the students and interpretation of the interviews of medical educators, students and patients and grading of lectures from 0-10 was undertaken. Seventy two percent liked the active participation of students in the constructivist method of teaching. Seventy two percent of the participants found power point presentations as monotonous and no different from the usual didactic lectures conducted in the class room teaching. There was an up gradation of scores after the teaching sessions for clinical case discussion, ECG, BLS/ACLS and cardiac surgeries. The medical educators also found the constructivist method of teaching more practical. Constructivist method of teaching may be regarded as a new better way of teaching medical students as it considers the students as adult learners and promotes self learning.

scholarly journals Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations

2015 ◽  
Vol 8 ◽  
pp. 153 ◽  
Author(s):  
Patricia L Samson
Keyword(s):  
Student Engagement ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Learning Strategies ◽  
Teaching Method ◽  
Real Life ◽  
Teaching Methodology ◽  
Creative Problem Solving ◽  
Creative Problem

Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.

scholarly journals Students' Awareness as an Underlying Factor for Satisfaction and Compliance

2020 ◽  
Author(s):  
Omar Goda ◽  
Donia Mahdy ◽  
Mostafa Yosef ◽  
Hebat Allah Amin ◽  
Samar S Ahmed
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Online Survey ◽  
Medical Schools ◽  
Safety Measures ◽  
Learning Abilities ◽  
Clinical Rotations ◽  
Final Exams ◽  
Self Learning ◽  
Safety Guidelines

As soon as the WHO declared COVID-19 a pandemic, many higher education facilities had to change their educational and teaching strategies to cope with the lockdown. Some medical schools decided to rely on online teaching while others depended on students self-learning abilities. Methods of assessment also changed as some medical schools implemented pass/ fail exams, online exams, and research projects while others postponed their final exams. In Egypt, medical schools started delivering their lectures online and changed the assessment criteria of the preclinical academic years to depend mainly on research and online exams while postponed the clinical rotations and final exams of the clinical years. This study assesses medical students awareness of the current situation regarding the safety guidelines and their satisfaction with the solutions provided by their schools for the plans to continue their learning and the new assessment methods and criteria. The method used for data collection is an online survey filled by medical students from around Egypt. After collecting the data and analyzing responses, we found that 66.2% of students who answered the survey do not think that the safety measures taken by their universities after the return back will be enough.

scholarly journals Jigsaw method as an effective co-operative learning method to understand biochemistry concepts for First year MBBS students

2020 ◽  
Vol 11 (3) ◽  
pp. 3506-3510
Author(s):  
Krishna Veni D V ◽  
Neetha Kundoor ◽  
Radhakishan N
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Cooperative Learning ◽  
Teaching Method ◽  
First Year ◽  
Analytical Skills ◽  
Post Test ◽  
Jigsaw Method ◽  
Post Assessment ◽  
Jigsaw Technique

The jigsaw technique is a method of cooperative learning which makes the students depend and help each other in acquiring knowledge. This technique divides the class into groups to work on small problems with the purpose of collaborating into a final outcome. Jigsaw method is simple, comfortable to adopt and easy to implement. Jigsaw method facilitates active learning without traditional lecturing. It is a peer teaching method as an attempt to shift from a teacher to the learner-centred paradigm. The main aim of the study is to develop cooperative learning by using of Jigsaw technique among the 1 st year medical students for learning concepts of biochemistry. And to determine the effectiveness of the Jigsaw technique by post-assessment of their knowledge of biochemistry. A total of 100 medical students were recruited and their pre-knowledge on the concepts of biochemistry was assessed. The students were trained by using the Jigsaw technique and their post knowledge was assessed. In our present, around 28 students in the pretest scored below 60% marks and only 4 students in the post-test scored below 60%, indicating that there was a remarkable improvement in the scores of these students. And also 85 students scored above 80% marks. Jigsaw technique contribute to a better understanding of the concepts, facilitates active learning, problemsolving, improves analytical skills and logical thinking, enhances communication skills among students.

Knowledge Management of Medical Information Resources and Tools

2016 ◽  
pp. 145-164
Author(s):  
Misa Mi ◽  
Jill E. Stefaniak
Keyword(s):  
Knowledge Management ◽  
Medical Students ◽  
Problem Solving ◽  
Lifelong Learning ◽  
Medical Information ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Information Resources ◽  
Knowledge Management System ◽  
Learning Issues

This case demonstrates how problem-based learning (PBL) was used as a teaching method to help medical students integrate their knowledge of basic sciences with a clinical application at a medical school. PBL promotes self-directed, problem-solving, and lifelong learning. In the PBL context, students sought out a variety of resources to tackle their learning issues and help them arrive at a solution to a patient problem. The existing strategy for curating resources was not aligned with the type of thinking and activities in the PBL process. Therefore, a knowledge management system was developed to provide an online knowledge base of medical information resources and tools easily accessible at the point of students' needs.

scholarly journals Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Stacey Rose ◽  
Richard Hamill ◽  
Andrew Caruso ◽  
Nital P. Appelbaum
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Medical Students ◽  
Active Learning ◽  
Student Satisfaction ◽  
Knowledge Retention ◽  
Student Feedback ◽  
Learning Session ◽  
Medicine Clerkship ◽  
Pdsa Cycle

Abstract Background Active learning improves learner engagement and knowledge retention. The application of continuous quality improvement methodologies, such as the Plan-Do-Study-Act (PDSA) framework, may be useful for optimizing medical education, including active learning sessions. We aimed to enhance student satisfaction and achievement of learning outcomes by applying the PDSA framework to an antibiotic utilization curriculum for medical students. Methods Guided by the Plan-Do-Study-Act framework, between February 2017 and July 2019, we developed, implemented, and revised an active learning session for medical students, focused on appropriate utilization of antibiotics during their Internal Medicine clerkship. Results Across twelve sessions, 367 students (83.4%) completed the post-evaluation survey. Although baseline ratings were high (97% of respondents enjoyed the “active learning” format), constructive comments informed iterative improvements to the session, such as modifying session timing, handouts and organization of the gaming component. Intervention 3, the last improvement cycle, resulted in more favorable ratings for the active learning format (p = 0.015) improvement in understanding antibiotics and their clinical application (p = 0.001) compared to Baseline ratings. Conclusions This intervention suggests that active learning, with regular incorporation of student feedback vis-à-vis a PDSA cycle, was effective in achieving high student engagement in an Internal Medicine core clerkship session on antibiotic therapy. Iterative interventions based on student feedback, such as providing an antibiotic reference table and answer choices for each case, further improved student receptivity and perceived educational value. The study findings have potential implications for medical education and suggest that the application of the PDSA cycle can optimize active learning pedagogies and outcomes.

scholarly journals The Design and Application of Flip Classroom Teaching Based on Computer Technology

2018 ◽  
Vol 13 (10) ◽  
pp. 95
Author(s):  
Jia Li ◽  
Xiaoxia Zhang ◽  
Zijun Hu
Keyword(s):  
Computer Technology ◽  
Flipped Classroom ◽  
Teaching Method ◽  
College Teaching ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Learning Abilities ◽  
Network Support ◽  
Continuous Innovation ◽  
Self Learning

The promotion and application of computer technology in the education field has been driving the continuous innovation and development of traditional teaching methods. As a new type of blended learning model, flipping classroom can be well combined with computer technology to effectively improve the quality of education and teaching in colleges and universities. he Moodle provides a good network support platform for the implementation of flipping classroom. This pa-per aims to develop a new flipped classroom teaching model. Supported by Moodle and adhering to the philosophy of self-learning, this teaching model ar-ranges learning tasks according to the different characteristics and needs of learn-ers. Through interactions, it can develop students’ self-learning abilities and im-prove their learning efficiency; through online tracking, it can understand stu-dents’ learning dynamics in time and guide them in preview of knowledge points before class to allow them to think clearly. The purpose of this paper is to study the effects of the flipped classroom teaching method based on Moodle so as to find out what to improve in this model and make it widely applied in college teaching to cultivate more applied talents.

scholarly journals Blended learning in basic medical laboratory courses improves medical students’ abilities in self-learning, understanding, and problem solving

2020 ◽  
Vol 44 (1) ◽  
pp. 9-14 ◽  
Author(s):  
Jian Chen ◽  
Junhai Zhou ◽  
Yong Wang ◽  
Guangying Qi ◽  
Chunbo Xia ◽  
...  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Blended Learning ◽  
Medical Laboratory ◽  
Traditional Learning ◽  
Learning Method ◽  
Laboratory Courses ◽  
Undergraduate Laboratory ◽  
Self Learning ◽  
Basic Medical

Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students’ perceptions of whether blended laboratory courses are helpful for them in overcoming the difficulties they experience. Blended laboratory courses were taken by medical students at Guilin Medical University. Approximately 71.1% of the students agreed that online lecture courses improved their understanding of threshold concepts and the underlying theories. The majority of the students (63.01%) held the opinion that the blended laboratory courses were more effective than other types of courses in achieving the knowledge goals. The majority of the teachers believed that students’ interest in experimentation operations, hands-on abilities, confidence, and other factors were greatly improved compared with those of students taught using the traditional teaching model (face to face). In addition, the average scores for the quizzes of laboratory courses were significantly improved in the blended learning method compared with the traditional learning method. Blended laboratory courses are successful and welcomed by both students and teachers in undergraduate laboratory courses.

scholarly journals Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students

2021 ◽  
Vol 45 (3) ◽  
pp. 580-588
Author(s):  
Sareesh Naduvil Narayanan ◽  
Iffath Ahmed ◽  
Batul Saherawala ◽  
Fatmaelzahraa Foud ◽  
Tarig Hakim Merghani
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Neuromuscular Transmission ◽  
Positive Influence ◽  
Study Cohort ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Learning Session ◽  
Pedagogical Approach ◽  
Didactic Lecture

Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study ( cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students’ interest in learning the concept, and the students preferred active learning over didactic sessions alone.

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