scholarly journals Understanding and analysing competency based curriculum in pharmacology for developing syllabus and teaching schedules

2020 ◽  
Vol 9 (6) ◽  
pp. 995
Author(s):  
Gurudas Khilnani ◽  
Ajeet Kumar Khilnani ◽  
Rekha Thaddanee
Keyword(s):  
Antimicrobial Agents ◽  
Skill Training ◽  
Environmental Pollutants ◽  
Cognitive Domain ◽  
Practical Training ◽  
Group Discussions ◽  
Distinctive Features ◽  
Small Group Discussions ◽  
Drug Regulations ◽  
Competency Based

The competency based curriculum has already been implemented in phase-I (1st professional MBBS) and medical institutes, through curriculum committees, are gearing up for designing and developing curricular contents for phase-II training beginning from October, 2020. We have analysed curricular components as given in CBME documents with respect to distribution of contents and time allotted for cognitive and skill training and assessment. The objectives of this analysis are to understand distinctive features, identify elements required for organization of teaching sessions and facilitate preparation of teaching schedules. We segregated competencies according to corresponding system and domain of learning to distribute teaching hours. It was observed that 64 competencies in cognitive domain shall be covered in 80 hours assigned for lectures. The new curriculum has given importance to clinically relevant topics such as drug regulations, pharmaco-economics, pharmacology of eye and skin disorders, vaccines, national health programs (would require integration), environmental pollutants, food adulterants, stings and bites, and pharmacological considerations in geriatric and paediatric therapy. Ironically, antimicrobial agents and anti-fungals do not appear in the document as separate competencies. The 138 non-lecture hours can be divided into small group discussions (seminars) and  tutorials for 19 hours each and remaining 100 hours can be reserved for practicals (skill training). About 27% of time assigned for practical training shall be required for developing proficiency for certification in 4 competencies and 25 competencies in cognitive domain shall require integration.  Finally, steps are described to construct subject specific sessions giving one example each for a non-integrated and an integrated session.

Shaping classroom social experiences through collaborative small‐group discussions

2021 ◽  
Author(s):  
Tzu‐Jung Lin ◽  
Elizabeth Kraatz ◽  
Seung Yon Ha ◽  
Ming‐Yi Hsieh ◽  
Michael Glassman ◽  
...  
Keyword(s):  
Small Group ◽  
Social Experiences ◽  
Group Discussions ◽  
Small Group Discussions

scholarly journals Managing Herbicide Resistance: Listening to the Perspectives of Practitioners. Procedures for Conducting Listening Sessions and an Evaluation of the Process

2018 ◽  
Vol 32 (4) ◽  
pp. 489-497 ◽  
Author(s):  
Jill Schroeder ◽  
Michael Barrett ◽  
David R. Shaw ◽  
Amy B. Asmus ◽  
Harold Coble ◽  
...  
Keyword(s):  
Small Group ◽  
Herbicide Resistance ◽  
Planning Process ◽  
Resistance Management ◽  
Time Of Day ◽  
Full Group ◽  
Group Discussions ◽  
Small Group Discussions ◽  
The Subject ◽  
Selection Of

AbstractSeven half-day regional listening sessions were held between December 2016 and April 2017 with groups of diverse stakeholders on the issues and potential solutions for herbicide-resistance management. The objective of the listening sessions was to connect with stakeholders and hear their challenges and recommendations for addressing herbicide resistance. The coordinating team hired Strategic Conservation Solutions, LLC, to facilitate all the sessions. They and the coordinating team used in-person meetings, teleconferences, and email to communicate and coordinate the activities leading up to each regional listening session. The agenda was the same across all sessions and included small-group discussions followed by reporting to the full group for discussion. The planning process was the same across all the sessions, although the selection of venue, time of day, and stakeholder participants differed to accommodate the differences among regions. The listening-session format required a great deal of work and flexibility on the part of the coordinating team and regional coordinators. Overall, the participant evaluations from the sessions were positive, with participants expressing appreciation that they were asked for their thoughts on the subject of herbicide resistance. This paper details the methods and processes used to conduct these regional listening sessions and provides an assessment of the strengths and limitations of those processes.

scholarly journals An exploratory survey of undergraduate nursing students’ experiences of group work within a Problem-Based Curriculum

Curationis ◽  
2002 ◽  
Vol 25 (4) ◽  
Author(s):  
P. Brysiewicz ◽  
R. Cassimjee ◽  
P. Mclnerney
Keyword(s):  
Nursing Students ◽  
Group Work ◽  
Real Life ◽  
Clinical Settings ◽  
Group Discussions ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Learner Centered ◽  
Life Problems ◽  
Small Group Discussions

Problem-based Learning is a learner-centered approach to education which encourages student participation and group work in the learning process. This method of selfdirected learning is facilitated by the use of small-group discussions. This being the case, it is important for groups to function effectively in order for this learning to occur. These small groups are guided by a facilitator and utilize real-life problems from the clinical settings.

scholarly journals “Developing Experimental Design and Analysis Skills in Undergraduates”: IUPS Teaching Satellite Meeting, Brazil, August 2017

2018 ◽  
Vol 42 (4) ◽  
pp. 615-618
Author(s):  
Dawn Davies ◽  
Frances M. MacMillan
Keyword(s):  
Experimental Design ◽  
Small Group ◽  
Good Practice ◽  
Group Discussions ◽  
International Union ◽  
Research Project ◽  
Small Group Discussions ◽  
Design Skills

This workshop was held at the Teaching Satellite Meeting of the International Union of Physiological Sciences (IUPS), August 5–8, 2017, in Buzios, Rio de Janiero, Brazil. The satellite meeting was attended by physiology educators from across the globe, of whom 34 attended this workshop. The aim of the workshop was to explore how experimental design is taught to students of physiology in different institutions, to consider the aspects that students find challenging, to share good practice, and to think about how experimental design teaching could be improved. Through small-group discussions that were then shared with the whole group, participants were challenged to develop the outline of a research project to investigate a broad topic and then to identify the challenges that students might face if they were given that task. Finally, the group thought about what, in practical terms, could be done to help develop experimental design skills in undergraduates. The outcomes of the discussions are summarized in this report.

scholarly journals Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Catherine M Gayman ◽  
Stephanie T Jimenez
Keyword(s):  
Academic Success ◽  
Small Group ◽  
Group Discussion ◽  
Active Engagement ◽  
Group Discussions ◽  
Effective Implementation ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Frequent Testing ◽  
Psychology Course

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

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