scholarly journals Computer assisted learning module in experimental pharmacology for medical students: introduction and evaluation

2018 ◽  
Vol 8 (1) ◽  
pp. 78
Author(s):  
Sunita Singh ◽  
Harshwarshan . ◽  
Vivek Singh ◽  
Barakha Gupta
Keyword(s):  
Animal Experiments ◽  
Faculty Members ◽  
Cognitive Domain ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Test Analysis ◽  
Passive Learning ◽  
Experimental Pharmacology ◽  
Feedback Questionnaire ◽  
Post Test

Background: Animal experiments have been restricted due to strict Committee for the Purpose of Control and Supervision of Experiments on Animals (CPCSEA) rules and regulations for animal procurement and experimentation. At present, teaching is done by showing cards with tracings. This helps in the development of cognitive domain only. There is a need to change the traditional passive learning methodologies to an active technology based experimental learning methodology. Present educational interventional study is aimed at enhancing learning and making teaching interactive and interesting by introducing Computer Assisted Learning (CAL). Objectives of the study are to assess and evaluate the learning outcome of two methods (teaching by showing cards and computer assisted) in experimental Pharmacology and to assess the perception of students and faculty towards implementation of CAL.Methods: The study was conducted at Sarawathi Institute of Medical Sciences, Hapur, UP, India. A departmental meeting was organized to sensitize the faculty members. Test and feedback questionnaire were prepared. Participants were divided into two groups. One group was taught by cards and another by CAL. For second experiment students cross over was done. Students were assessed by post-test analysis. Feedback from the faculty and students were taken and analyzed.Results: There was improvement in knowledge of students as shown from results of post-test analysis. More than 86% of the faculty members and 80% of the students rated CAL methodology more than 3 at Likert scale.Conclusions: As compared to teaching by cards, the learning was enhanced by CAL. Students found CAL more enjoyable, interactive, comprehensible and easy to retain. In future, students would prefer CAL as an alternative method of learning in experimental laboratory.

scholarly journals Computer assisted learning vs. conventional teaching in experimental Pharmacology: perception of second year medical students

2019 ◽  
Vol 8 (3) ◽  
pp. 438
Author(s):  
Rohit M. Sane ◽  
Pradeep R. Jadhav
Keyword(s):  
Teaching And Learning ◽  
Animal Experiment ◽  
Teaching Method ◽  
Rapid Development ◽  
Animal Experiments ◽  
Computer Assisted ◽  
Psychomotor Skills ◽  
Computer Assisted Learning ◽  
Experimental Pharmacology ◽  
Conventional Teaching

Background: The main pool of pharmacology practical teaching is formed by the use and demonstration of animal experiments. Animals have been used to demonstrate the effect of various drugs in experimental pharmacology classes, in the lab. The practical sessions in pharmacology training involving animal experiments are still taught by traditional teaching methods. Rapid development of information technology has led to newer trends in teaching and learning using Computer Assisted Learning (CAL). Keeping it in mind we decided to undertake this study to assess the perception of CAL in 2nd year MBBS students over conventional teaching in experimental pharmacology.Methods: This was an observational, questionnaire-based study. A total of hundred undergraduate MBBS (2nd year) students participated. Participants were first demonstrated an animal experiment by conventional teaching method followed by the same animal experiment demonstration on CAL. Students’ feedback was recorded on a questionnaire and analyzed.Results: The mean age of the participants was 19.88±1.28 years. The study overall observed that 62% preferred CAL to conventional (38%). Majority of the participants’ thought CAL (63%) helps to understand better over conventional (28%) and that CAL (63%) is time independent over conventional (28%). More than 85% felt that CAL was more explanatory and provided a better learning experience.Conclusions: Students preferred CAL to conventional teaching, in experimental pharmacology. It also provided insight on perception and experience of students towards CAL for experimental pharmacology. However, further studies are warranted to assess the knowledge, cognitive and psychomotor skills of students.

scholarly journals Computer assisted learning versus conventional teaching: a questionnaire based study

2017 ◽  
Vol 6 (6) ◽  
pp. 1399
Author(s):  
Shipra Jain ◽  
Kopal Sharma ◽  
Pushpawati Jain ◽  
Sakshi Singh
Keyword(s):  
Teaching Methods ◽  
Animal Experiments ◽  
Computer Assisted ◽  
Screening Methods ◽  
Traditional Teaching ◽  
Computer Assisted Learning ◽  
Traditional Group ◽  
Teaching Group ◽  
Experimental Pharmacology ◽  
Significant Difference

Background: Animal experiments have ethical concerns thus practical sessions mean demonstration classes. Incorporation of novel teaching methods in pharmacology is the need of the hour when there is extensive use of computers among students. The present study was conducted to analyse and compare the knowledge gained by students through traditional demonstration lectures versus Computer assisted learning (CAL) sessions.Methods: This study was done on 112 second professional MBBS students after taking informed consent. They were divided in 2 groups viz. CAL group and Traditional teaching group and were taught experimental pharmacology topics using different teaching methods. The performance of the students in the two groups was then compared based on questionnaire. Student’s perception on use of CAL was also assessed.Results: A statistically significant difference in performance was seen among the students in the traditional teaching group and CAL group. In CAL group, the average scores for the Rabbit’s eye, Dog’s blood pressure, Animals used in Experimental Pharmacology and Screening methods sessions were 9.07, 8.3 and 3.8 respectively while in traditional teaching group the scores were 8.4, 7.8 and 3.4 respectively. Similarly, in frog’s heart session, CAL group scored higher (7.14) than traditional group (6.79). 76.8% students strongly agreed that CAL sessions were useful and 100% students strongly agreed that traditional lectures are difficult to retain.Conclusions: The study concludes that CAL is a promising teaching option when compared to traditional demonstration lectures for undergraduate practical pharmacology classes.

scholarly journals A questionnaire-based comparison of conventional teaching methods to computer assisted learning in experimental pharmacology for undergraduate medical students

2019 ◽  
Vol 8 (4) ◽  
pp. 762
Author(s):  
Ravi Kant Tiwari ◽  
Sandeep K. Gupta ◽  
R. K. Goel
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Animal Experiments ◽  
Frog Heart ◽  
Computer Assisted ◽  
Undergraduate Medical Students ◽  
Computer Assisted Learning ◽  
Experimental Pharmacology ◽  
Conventional Teaching ◽  
Significant Difference

Background: Computer Assisted Learning (CAL) for teaching experimental pharmacology is now widely accepted as alternative to animal experiments. The objective of this study was to compare the performance of undergraduate medical students by conventional teaching methods (lecture and discussion) and CAL.Methods: This was a questionnaire based observational study involving 109 MBBS students of fifth semester. The students were taught experimental pharmacology practical by both conventional methods (lecture with discussion) and computer assisted learning (CAL). Questionnaire and their filled responses by these students were taken at the end of lecture-discussion (pre-CAL) and after the CAL experiments (post-CAL), covering the same topics of experimental pharmacology. Pre-CAL and post-CAL data were assessed statistically.Results: In the pre-CAL session, only 53.39%, 47.56%, 53.39% and 49.5% of the students were having the scores above 40% in the rabbit eye, DRC and potentiation, frog heart and dog BP experiment respectively, which was increased to 77.44%, 75.48%, 75.47% and 75.48% of the students respectively in the post-CAL assessment. A statistically significant difference (p <0.05) in the performance was observed among the students in the pre-CAL and post-CAL assessment.Conclusions: CAL is a good alternative to animal experimentation. Lecture with discussion, followed by CAL experiments on the same topics, enhanced the performance of students as shown by improvement in post-CAL scores.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

scholarly journals The Effects of Computer-Assisted Learning Based on Dual Coding Theory

Symmetry ◽  
2020 ◽  
Vol 12 (5) ◽  
pp. 701
Author(s):  
Xianghu Liu ◽  
Chia-Hui Liu ◽  
Yang Li
Keyword(s):  
Language Learning ◽  
Coding Theory ◽  
Dual Coding ◽  
Traditional Learning ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Dual Coding Theory ◽  
Modern Computer ◽  
Learning Attitude ◽  
Post Test

This research explored the integration of dual coding theory and modern computer technology with symmetry into a vocabulary class to improve students’ learning attitude and effectiveness. Three research questions are addressed in this research on the effects of computer-assisted learning based on dual coding theory (DCT). This experimental research was carried out in a high school in a remote rural area in China. The study was conducted in two parallel classes (the experimental and the control) in Grade 8 with a total of 88 students. Our research methods included pre- and post-test, questionnaires, and an interview with symmetry as the focus to obtain the results as follows: (1) Using the integration of computer assisted language learning (CALL) and DCT to effectively improve students’ learning attitude, (2) transforming students’ traditional learning methods into the dual coding method, and (3) enhancing students’ vocabulary learning effectiveness.

scholarly journals Computer Assisted Learning Media and Decimal Board: How it Impact on Elementary Students’ Concept Mastery?

2021 ◽  
Vol 9 (1) ◽  
pp. 88
Author(s):  
Helmi Rahmawati
Keyword(s):  
Elementary Students ◽  
Subject Matter ◽  
Statistical Tests ◽  
T Test ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Paired Sample ◽  
Concept Mastery ◽  
Post Test ◽  
Decimal Fractions

The lack of students' mastery of decimal fractions has become a current issue among researchers. The comparisin of decimal fraction values was still an obstacle for students. The use of learning media in this study is the Computer Assisted Learning Media and Decimal Board can be a solution to these problems. This study aimed to describe the increase of elementary students’ concept mastery on decimal fractions subject matter. Descriptive-quantitative method with pre-test and post-test was carried out to achieve the research objectives. The subjects in this study were the 4th grade students (22 students) in the East Lombok area. The students' concept mastery was measured using a multiple-choice test instrument of 10 items. The research data were analyzed descriptively and statistically using paired sample t-test. The results showed that students' concept mastery increased after learning (pre-test: 54.5%; post-test: 77.27%). The results of statistical tests using the paired sample t-test also showed that students' concept mastery had increased significantly after learning (p < 0.05). Based on the results of the study, it can be concluded that learning using Computer Assisted Learning Media and Decimal Boards can improve elementary school students' concept mastery on decimal fractions subject matter.

Computer Assisted Learning For Enhancing Mastery Of Concepts In Science

2020 ◽  
Vol 2 (2) ◽  
pp. 134-142
Author(s):  
Sharon Anyango Onditi ◽  
Stephen Oloo Ajwang
Keyword(s):  
Teaching And Learning ◽  
Poor Performance ◽  
Target Population ◽  
Computer Assisted ◽  
First Year ◽  
Computer Assisted Learning ◽  
First Year Students ◽  
Post Test ◽  
Science Concepts ◽  
And Control

This study examined the effects of Computer Assisted Learning (CAL) on the mastery of Science concepts by learners in universities. Teaching and learning of Science concepts present learners with numerous challenges. Of critical concern is the negative perception by learners that Science based subjects are difficult, thus contributing to widespread poor performance by the learners in the national examinations and subsequently poor choice of the subject in the universities. Solomon Four Group experimental design was employed for the study. The target population comprised all first-year students taking science subjects in 8 universities in western Kenya. A sample size of 335 students was determined using Krejcie Morgan table (1970). The universities were divided into two forming experimental and control groups.  The study was carried out in 4 months spanning 16 weeks where pretest was administered after the first 8 weeks of conventional teaching and post-test administered after the next 8 weeks of treatment. Pretest and post-test Science Achievements Test (SAT) on two topics, digestive system and light and optics, were designed and administered by the respective lecturers, and scores recorded. Piloting was carried before the use of the instruments, and a reliability coefficient of 0.85 on SAT was recorded.  Data were analyzed using t-test one-way ANOVA. The study found that 171 students taught using CAL achieved significantly higher scores in SAT compared to164 students taught through conventional methods with a mean gain of 2.851. The study demonstrated that CAL enhanced active manipulation of content and promoted interaction with content, and gave reality to abstraction. The study may be significant to educationists, lecturers, researchers, and policy makers as it provides insight on the benefits of applying Computer Assisted Learning in Science Education. 

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