scholarly journals Percepções de Alunos de Medicina sobre Método Ativo de Ensino e Aprendizagem

2019 ◽  
Vol 20 (2) ◽  
pp. 147
Author(s):  
Beatriz Schorro Gianini ◽  
Leda Márcia Araújo Bento ◽  
Luciana Paes de Andrade
Keyword(s):  
Strong Correlation ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Personal Life ◽  
Teaching Methodologies ◽  
Professional Career ◽  
Active Teaching ◽  
The Third ◽  
Self Learning ◽  
De Medicina

Este estudo teve como objetivo verificar a percepção dos acadêmicos, do terceiro e quarto semestres, do Curso de Medicina da Universidade Anhanguera-Uniderp de Campo Grande- MS, sobre a metodologia ativa de ensino e aprendizagem, suas correlações com as bases neurológicas e seus pontos diferenciais com relação à metodologia tradicional. O estudo foi realizado no período de agosto de 2017 a julho de 2018, contemplando 110 estudantes, que responderam, por meio de questionário, 14 perguntas referentes ao tema proposto. Os resultados foram positivos para a metodologia ativa, tendo como destaque os conceitos da autoaprendizagem, consolidação dos estudos e competência para resolução de problemas por meio desse método. Além disso, houve uma forte correlação entre o entendimento do funcionamento do PBL (Problem Based Learning – metodologia ativa) e o estudo das bases neurológicas, o que reforça a importância deste na grade curricular do Curso de Medicina. Conclui-se que a metodologia ativa vem sendo reconhecida, positivamente, pelos acadêmicos de medicina e que o profissional formado (egresso) nesse modelo apresenta características, que se traduzem em diversas qualidades, as quais poderão auxiliar a sua carreira profissional. Entretanto, são necessários mais estudos que explicitem as implicações de tal metodologia na vida pessoal de cada acadêmico.Palavras-chave: PBL. Metodologias de Ensino. Medicina. Abstract This study aimed to verify the perception of the third and fourth semesters of the course of Medicine of  Anhanguera-Uniderp University of Campo Grande-MS, on the active teaching and learning methodology, their correlations with the neurological bases and their points with traditional methodology. The study was carried out from August 2017 to July 2018, with 110 students, who answered, through a questionnaire, 14 questions related to the proposed theme. The results were positive for the active methodology, highlighting the concepts of self-learning, consolidation of studies and competence to solve problems through this method. In addition, there was a strong correlation between the understanding of the functioning of PBL (Problem Based Learning) and the study of the neurological bases, which reinforces the importance of the same in the curricular curriculum of the Medicine Course. It is concluded that the active methodology has been positively recognized by medical academics and that the trained professional (alumnus) in this model has characteristics, which translate into several qualities, which may help their professional career. However, further studies are needed to explain the implications of such methodology in the personal life of each academic.Keywords: PBL. Teaching Methodologies. Medicine.

scholarly journals Puzzle based Learning in Undergraduate Studies

2021 ◽  
Author(s):  
Kathryn Malherbe
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Image Interpretation ◽  
Active Engagement ◽  
Cross Sectional ◽  
Teaching Methodologies ◽  
Active Teaching ◽  
Undergraduate Studies ◽  
Innovative Learning ◽  
Didactic Material

Abstract All undergraduate Radiography students require training in image interpretation and evaluation of x-ray images in their second year of studies as part of work integrated learning.The method of teaching pedagogy influences the student's learning process and recall ability during examinations. if the teaching process moves to a student-centred approach, students become responsible for their own learning allowing active engagement and construction of their knowledge systems.Aim/ ObjectivesThe aim of the study is to implement and evaluate the use of puzzle-based learning in the teaching and learning process of undergraduate studiesObjectivesTo determine the efficacy of crossword and jigsaw puzzles as a novel teaching tool for medical imaging educationTo increase student's interest and involvement with image interpretation topicsTo improve and assess recognition and recall of medical terminologyTo improve the understanding of innovative learningMethodsThe study is a cross sectional qualitative research design.Approval will be obtained from the Research and Ethics Committee of health Sciences.Online consent will be obtained from students involved, by means of Google Form submission, followed by an information session on Blackboard collaborate on the topic "Image evaluation and interpretation of radiographic imaging".ConclusionThe research will prove the important collaboration of active teaching methodologies with simple, easy to use didactic material to improve student's understanding of basic concepts in their core module subject

scholarly journals Commemorating Oliver Williamson, a founding father of transaction cost economics

2021 ◽  
pp. 1-13
Author(s):  
Esther-Mirjam Sent ◽  
Annelie L. J. Kroese
Keyword(s):  
Transaction Cost ◽  
Vertical Integration ◽  
Institutional Economics ◽  
Transaction Cost Economics ◽  
Personal Life ◽  
Second Phase ◽  
Founding Father ◽  
Founding Fathers ◽  
Professional Career ◽  
The Third

Abstract This contribution commemorates Oliver Williamson, who recently passed away, as one of the founding fathers of Transaction Cost Economics (TCE). It does so by touching on some of the details of his personal life and connecting these with his professional career. The latter was devoted to putting the study of institutions on the economic agenda. Closer scrutiny reveals that three phases may be identified. Williamson first developed an interest in analysing vertical integration. During the second phase, he elaborated this interest in TCE, and during the third, he positioned his contributions within the area of institutional economics. Furthermore, the article considers the various influences of institutional and organizational economists on Williamson. Finally, the article considers the reception, criticism, and further elaborations of Williamson's contributions.

scholarly journals Commemorating Geert Hofstede, a pioneer in the study of culture and institutions

2020 ◽  
pp. 1-13
Author(s):  
Esther-Mirjam Sent ◽  
Annelie L. J. Kroese
Keyword(s):  
Cultural Dimensions ◽  
Personal Life ◽  
Second Phase ◽  
National Cultures ◽  
Practical Applications ◽  
Geert Hofstede ◽  
Four Dimensions ◽  
Professional Career ◽  
The Third ◽  
Organisational Behaviour

Abstract This contribution commemorates Geert Hofstede, who recently passed away, as a pioneer in the study of culture and institutions. It does so by touching on some of the details of his personal life and connecting these with his professional career. The latter was devoted to developing the paradigm of national cultures based on empirical analysis, and to relate it to organisational behaviour. Closer scrutiny reveals that four distinct phases may be identified. Hofstede first started as an ‘undercover’ engineer and next moved to social psychology. During the second phase, he developed the first four dimensions of natural culture. During the third, Hofstede connected these national dimensions to organisational ones. During the last, he added two new cultural dimensions and developed additional practical applications. Finally, the article considers the reception, criticism, and further elaborations of Hofstede's contributions.

Teacher Beliefs and Epistemologies

Education ◽  
2021 ◽  
Keyword(s):  
Teacher Beliefs ◽  
Educational Psychology ◽  
Teaching And Learning ◽  
Teacher Belief ◽  
The Third ◽  
The Core ◽  
Teachers Beliefs ◽  
Implicit And Explicit ◽  
Self Learning ◽  
Core Issues

Teacher beliefs are implicit and explicit suppositions held by educators which have relevance for their professional and instructional practices, interactions with students, and learning processes. They may include beliefs about students, self, learning, knowledge, and knowing. Beliefs about knowledge and knowing—teacher epistemologies—are a specific and important type of teacher belief. Teacher beliefs and epistemologies merit investigation given their influence on teaching practices and student learning, yet the form, nature, development, and propensity to change with respect to these constructs are open to question. Further, their expression in teachers’ practice is complex, not least because both the construct and content of “belief” and “epistemology” are equivocal, elaborate, and closely connected to other constructs. Much of the teacher beliefs and epistemology research has emerged from the field of educational psychology. This chapter describes five central issues related to teachers’ beliefs and epistemologies during recent decades. Similar core issues were identified in the Oxford Research Encyclopedias in Education article “Reviews of Teachers’ Beliefs.” Within each of five sections, which represent the core issues in the field, we first explore teacher beliefs in general followed by teacher epistemologies specifically. In the first section, we provide general overviews of teacher beliefs and epistemologies to introduce the reader to key texts in both fields. The second section is a review of conceptualizations of teacher beliefs and epistemologies, in which we highlight the ways in which beliefs and epistemologies are characterized. The third section explores relationships between teachers’ beliefs/epistemologies and teaching and learning practices. Measuring teachers’ beliefs and epistemologies is the focus of the fourth section, which explicates different ways in which beliefs and epistemologies have been studied. Finally, in the fifth section, we examine research and theorization about the ways in which teachers’ beliefs and epistemologies might undergo change.

scholarly journals METODOLOGIAS ATIVAS: APRENDIZAGEM BASEADA EM PROBLEMAS, PROBLEMATIZAÇÃO E MÉTODO DO CASO

2018 ◽  
Vol 11 (3) ◽  
pp. 404
Author(s):  
Joao Mattar ◽  
Andréa Pisan Soares Aguiar
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Problem Posing ◽  
Case Method ◽  
Learning Problem ◽  
Active Teaching ◽  
Future Work ◽  
Theoretical Foundations

This paper discusses three types of active teaching and learning methodologies: problem-based learning, problem-posing, and case method. It is a comparison between their theoretical foundations and their practices, based on a literature review. The goal is to differentiate these types of active methodologies so that educators can plan, implement and properly evaluate their uses. The results of the literature review and the comparison show, despite several similarities, important differences between these three types of active methodologies, such as: its origins and theoretical references, the construction of problems or cases, the driving and the place where the studies take place, the elaboration of hypotheses and the application of the results, among others. As future work, it is suggested that such comparisons be extended to other types of active methodologies, such as project-based learning, which is sometimes confused with the ones here studied.

Desenvolvimento e Avaliação de Competências Atitudinais no Contexto de Diferentes Metodologias para os Cursos de Medicina

2018 ◽  
Vol 19 (2) ◽  
pp. 181
Author(s):  
Tania Gisela Biberg-Salum ◽  
Letícia Diana Foletto ◽  
Mirella Ferreira da Cunha Santos ◽  
Luciana Paes de Andrade ◽  
Leda Márcia Araujo Bento
Keyword(s):  
Student Perceptions ◽  
Patient Centered ◽  
Teaching Methodologies ◽  
Active Teaching ◽  
Significant Difference ◽  
Centered Care ◽  
Orientation Scale ◽  
Patient Relationships ◽  
Physician Patient ◽  
De Medicina

Este estudo teve como objetivo verificar a percepção de acadêmicos de duas escolas de medicina de Campo Grande – MS, com diferentes metodologias de ensino, quanto a determinados aspectos da relação médico paciente. Trata-se de um estudo do tipo primário, transversal, descritivo e quantitativo, tendo como referencial teórico as Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina que, em seus pressupostos, reforça uma base de formação humanista com proposição de metodologias críticas e reflexivas. Realizado junto a acadêmicos dos Cursos de Medicina de duas universidades, no período de setembro de 2016 a novembro de 2017, a coleta de dados utilizou o questionário Patient-Practioner Orientation Scale e os achados demonstram não haver diferença, estatisticamente significante, entre as escolas, mas a dissociação das percepções estudantis quanto às diferentes dimensões da escala. Conclui-se que novos estudos devem ser conduzidos no intuito de esclarecer prováveis diferenças entre metodologias de ensino direcionadas à aquisição de competências atitudinais.Palavras-chave: Relações Médico-Paciente. Assistência Centrada no Paciente. Metodologias Ativas de Ensino. Educação Médica.AbstractThis study had as objective to verify the scholars’ perception of two Medicine schools of Campo Grande - MS, with different teaching methodologies, regarding certain aspects of the patient-physician relatioship. It is a primary, transversal, descriptive and quantitative type study, having as theoretical reference the National Curricular Guidelines of the Undergraduate Course in Medicine that in its assumptions reinforces a humanistic training base with the assumptions of critical and reflexive methodologies. Data collection from the medical courses of two universities from September 2016 to November 2017 included the Patient-Practioner Orientation Scale questionnaire and the findings show that there is no statistically significant difference between schools, but the dissociation of student perceptions regarding the different scale dimensions. It is concluded that new studies should be conducted in order to clarify probable differences among teaching methodologies aimed at the attitudinal competences acquisition.Keywords: Physician-Patient Relationships. Patient-Centered Care. Active Teaching Methodologies. Medical Education.

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL (PBL) SETTING OPEN ENDED APPROACH IN MATHEMATICS LEARNING

2017 ◽  
Vol 5 (3) ◽  
pp. 418
Author(s):  
Muhammad Nur Sabar
Keyword(s):  
Teaching And Learning ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
High Category ◽  
Class Viii ◽  
The Mean ◽  
Normalized Gain ◽  
Pbl Model

The study aims at examining (1) the effectiveness of the implementation of Problem Based Learning (PBL) model using Open Ended approach, (2) the students’ learning result in mathematics who were taught by using PBL model with Open Ended approach, (3) the students’ activities in teaching and learning process by using PBL model with Open Ended approach, and (4) the students’ response on learning. The study is pre-experiment research with One Group Pretest-Posttest Design. The populations of the study were class VIII students at SMPN 33 Makassar of academic year 2016/2017 wich consisted of 10 classes. Samples were selected by employing Cluster Random Sampling technique and obtained class VIIIE as the research sample. Data were obtained by using learning result test instrument, observation sheet of students’ activities, observation sheet of learning implementation, and questionnaire of students’ response. The results of the study reveal that the learning result score of class VIII students in mathematics I sin high category, the mean 83.22, and deviation standar 8.549, the classical completeness is 87.50%, the mean of normalized gain is in high category, the students’ activity is in very active category, and students’ response on the implementation of PBL model with Open Ended approach is positive. The result of hypothesis test indicates that PBL model with Open Ended approach is effective to implemented in Mathematics learning to class VIII students at SMPN 33 Makassar. 

Peningkatan aktivitas belajar akidah akhlak melalui pendekatan pembelajaran berbasis masalah

2016 ◽  
Vol 1 (1) ◽  
pp. 42
Author(s):  
Mursalim Mursalim
Keyword(s):  
Action Research ◽  
Action Observation ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Student Activity ◽  
The Third ◽  
Field Note ◽  
The Subject ◽  
Classroom Action Research ◽  
Planning Action

Abstrak Penelitian ini bertujuan untuk mengetahui peningkatan aktivitas siswa dalam pembelajaran Akidah Akhlak melalui Pembelajaran Berbasis Masalah di kelas IX E MTsN Olak Kemang Kota Jambi. Penelitian ini adalah Penelitian Tindakan Kelas yang dilakukan dua siklus yang terdiri dari: perencanaan, tindakan, pengamatan dan refleksi. Subjek penelitian ini adalah 32 siswa kelas IX E MTsN Olak Kemang Jambi. Data penelitian dikumpulkan dengan lembar observasi dan catatan lapangan. Data dianalisis secara deskriptif. Dari hasil penelitian ini diketahui bahwa pembelajaran akidah akhlak dengan pembelajaran berbasis masalah dapat meningkatkan aktivitas belajar di kelas IX E MTsN Olak Kemang Kota Jambi. Hasil analisis data menunjukan bahwa terjadi peningkatan aktivitas belajar siswa untuk setiap indikator yang diteliti. Peningkatan aktivitas siswa yang dimaksud adalah terjadinya peningkatan aktivitas siswa selama proses pembelajaran berlangsung. Siswa aktif merespon pertanyaan guru, mengemukakan alasan, menjelaskan kepada teman, mempresentasikan hasil diskusi kelompok dan membuat kesimpulan Kata Kunci: Aktivitas Siswa, Pembelajaran Berbasis Masalah, Akidah Akhlak Abstract [Tittle: Improving Student’ Activity In Akidah Akhlak Course Through Problem Based Learning Approach]. This research was aimed to improve students’ activity in Akidah Akhlak through Problem Based Learning (PBL)at MTsN Olak Kemang Jambi city.This was a classroom action research which was conducted in two cycles in which each cycle consisted of planning, action, observation and reflection. The subject of this research was the third year students of MTsN Olak Kemang Jambi that consisted of 32 students. In collecting the data, the researcher used observation sheet and field note. The data then was analyzed descriptively.The result of the research showed that the use of PBL approach could improve students’ activity in Akidah Akhlak at MTsN Olak Kemang Jambi. After applying PBL approach, the students had a willingness to answer teacher’s questions, give opinions and plain them to the peers, present the result of the discussion and take conclusion. Keyword: Students’ Activity, Problem Based Learning (PBL), Akidah Akhlak

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