scholarly journals Hybrid problem based learning: An innovative teaching learning method – Reflective experience

2021 ◽  
Vol 8 (2) ◽  
pp. 68-73
Author(s):  
Balaji Arumugam ◽  
K R S Sivapriya
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Small Group Discussion ◽  
Learning Method ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Traditional Lectures ◽  
Teaching Learning

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

scholarly journals Analisis Efektivitas Metode Pembelajaran Small Group Discussion Pada Mahasiswa Kedokteran FK UNS

2019 ◽  
Author(s):  
Elisabeth Yuaninda Usmani
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Qualitative Method ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Learning Method ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning

Currently the Problem Based Learning (PBL) and Student Centered Learning (SCL) learning models are starting to be applied in universities with the aim of involving students actively in learning, one of which are Medical students of the UNS FK. One method of these learnings is Small Group Discussion (SGD). This study aims to assess the effectiveness of the SGD learning method that has been applied to Medical students of the UNS FK. The method used in this research is qualitative method. The result was found that the SGD learning method that had been applied was still less effective, but it was more effective compared to conventional learning methods. Therefore, it is necessary to make some improvements to this learning method so that it is more effective and the goal can be achieved.

scholarly journals Analisis Pembelajaran SGD (Small Group Discussion) pada Blok Neuroendokrin dan Indra Khusus sebagai Upaya Meningkatkan Motivasi Belajar Mahasiswa Kedokteran UNS Angkatan 2018

2019 ◽  
Author(s):  
Rifki Taufiqurrohman
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Small Group Discussion ◽  
Learning Method ◽  
Group Discussions ◽  
School Of Medicine ◽  
Small Group Discussions

The SGD learning method applied at the Sebelas Maret University School of Medicine is a Problem Based Learning learning adapted from the tutorial learning method. This learning method emphasizes the activeness of students in small group discussions. Based on the results of the study, the SGD learning method was able to increase the learning motivation of UNS medical students.

Science or Snake Oil? Teaching Critical Evaluation of “Research” Reports on the Internet

2002 ◽  
Vol 29 (4) ◽  
pp. 321-324 ◽  
Author(s):  
Patricia A. Connor-Greene ◽  
Dan J. Greene
Keyword(s):  
Quality Control ◽  
Critical Thinking ◽  
Small Group ◽  
Group Discussion ◽  
Critical Evaluation ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Easy Access ◽  
The Internet ◽  
New Challenges

The proliferation of information on the Internet introduces new challenges for educators. Although the Internet can provide quick and easy access to a wealth of information, it has virtually no quality control. Consequently, the Internet has rendered faculty more essential than ever as teachers of the analytic and evaluative skills students need to become educated consumers of information. In this article we describe an exercise using small-group discussion and individual problem-based learning to teach critical thinking about the Internet. Data from the exercise and from student evaluations support both its need and students' perceptions of its effectiveness.

scholarly journals Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students

2019 ◽  
Vol 08 (02) ◽  
pp. 066-070 ◽  
Author(s):  
Mehul Tandel ◽  
Daxa Kanjiya ◽  
Neeraj Vedi ◽  
Deepak Sharma ◽  
Praveen Singh ◽  
...  
Keyword(s):  
Group Discussion ◽  
Active Participation ◽  
Cooperative Interaction ◽  
Learning Method ◽  
Self Directed Learning ◽  
Medical College ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning ◽  
Academic Year

Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

scholarly journals Implementasi Metode Pembelajaran Student Centered Learning (SCL) pada Mata Kuliah Asuhan Kebidanan Ibu Nifas di STIKes Maharani Malang

2019 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Nanik Susanti ◽  
Mochamad Agus Krisno Budianto ◽  
Mohammad Syahri ◽  
Ratna Dian Franskiska
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Role Play ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Student Centered ◽  
Student Centered Learning

Penelitian ini bertujuan untuk mengetahui implementasi metode pembelajaran Student CenteredLearning (SCL) pada mata kuliah asuhan kebidanan ibu nifas di program studi kebidanan STIKesMaharani Malang. Pendekatan penelitian yang digunakan adalah kualitatif dengan menggunakanmetode deskriptif melalui wawancara, observasi dan studi dokumen. Keabsahan data dalam penelitianmenggunakan tehnik triangulasi sumber data. Hasil penelitian menunjukkan bahwa dalamperencanaan pembelajaran disusun RPS (Rencana Pelaksanaan Pembelajaran), dalam tahappelaksanaan proses pembelajaran sudah diterapkan sesuai dengan silabus dan metode yang digunakandalam pembelajaran asuhan kebidanan ibu nifas adalah menggunakan metode ceramah (CTJ) untukmenjelaskan materi konsep dasar dan menerapkan metode pembelajaran Student Centered Learning(SCL) seperti metode Small Group Discussion, Role play, Problem Based Learning dan demonstrasi.Pada tahap evaluasi pembelajaran dilakukan penilaian dalam bentuk tes tertulis, penilaian praktikumdan penilaian penugasan. Dengan menerapkan metode pembelajaran Student Centered Learning(SCL) mahasiswa lebih aktif dan mandiri dalam mengikuti proses belajar mengajar baik di kelasmaupun di laboratorium dan hasil prestasi akademik mahasiswa rata-rata baik dengan mendapatkannilai dalam kategori A dan B. Secara teknis tidak ditemukan kendala dalam pelaksanaan penerapanmetode pembelajaran Student Centered Learning (SCL).Kata Kunci: Implementasi, Metode Student Centered Learning, Asuhan Ibu Nifas

scholarly journals Learning method comparison between small-group discussion (SGD) and conventional to the knowledge improvement of midwifery department students

2021 ◽  
Vol 4 (1) ◽  
pp. 8-14
Author(s):  
Iik Nurul Ulfah ◽  
Rara D.A.S.S Dethan ◽  
Friska Realita ◽  
Hanifatur Rosyidah
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Method Comparison ◽  
Learning System ◽  
Conventional Group ◽  
Small Group Discussion ◽  
Average Score ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference

In 2013, the graduate competence of the midwifery department that fit current job demand was only 15%. Knowledge is one of the aspects of midwifery education quality. Small-Group Discussion (SGD) is one of the forms of students centered learning (SCL) where students are demanded to solve problems through a small group discussion. The object of this study is to figure out a comparison of knowledge improvement through the use of SGD or conventional methods. The method used in the study is quantitative of experimental pre-posttest design. The researcher divides the sample into two groups, the experimental group (19) is given an SGD approach and the control group (19) is given a conventional course approach. Based on the Independent Sample T-test, the value of Sig. (2-tailed) is 0.006 (0.05). Hence, it can be concluded that there is a significant difference between the average score of students’ knowledge level in the SGD group and the conventional group. The SGD group appears to have a higher improvement of average score, which is from 6.3 to 8.1 while the average score of the conventional group is from 6.1 to 6.8. Hence, it is considered that the SGD learning method can improve knowledge of midwifery students and can be used as an effective alternative method to achieve a student-centered learning system for other midwifery institutions.

Teaching & Learning Tips 7: small-group discussion

2018 ◽  
Vol 57 (5) ◽  
pp. 583-586 ◽  
Author(s):  
Elizabeth R. Lemoine ◽  
Jasmine Rana ◽  
Susan Burgin
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Teaching Learning

scholarly journals THE USE OF SMALL GROUP DISCUSSION STRATEGY IN TEACHING ENGLISH SPEAKING

Pujangga ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 134
Author(s):  
Fanny Selvia Rosadi ◽  
Cicih Nuraeni ◽  
Agus Priadi
Keyword(s):  
Small Group ◽  
Learning Process ◽  
Work Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Library Research ◽  
Speaking Skill ◽  
English Speaking ◽  
Teaching Learning ◽  
Speaking Skills

<p>The objective of this research is to answer the question on how small group discussion strategy could improve the<br />students speaking skill. The research was conducted at the seventh grade students of SMPN 3 Ciawi in academic year<br />2019/2020. This paper used descriptive qualitative method. The data were collected through observation during<br />teaching learning process. To add important data and resource, the researchers also did library research and internet<br />research. The theory that support this research is based on the theory of Giri in (Rahmat 2017). This research consists<br />of plans, how to develop and improve students speaking skills ability using small group discussion strategy. It also<br />contains the preparation, teaching-learning process and the evaluation. The result of this research indicated that:<br />(1)small group discussion strategy could build confidence of students’ in speaking; (2) engage students in work group<br />discussion communicatively; (3) the students have the opportunities to improve their speaking skills. <br />Keywords: small group discussion, teaching, speaking</p><p>Penelitian ini bertujuan adalah untuk menjawab pertanyaan bagaimana strategi diskusi kelompok kecil dapat<br />meningkatkan keterampilan berbicara siswa. Penelitian dilakukan pada siswa kelas VII SMPN 3 Ciawi tahun ajaran<br />2019/2020. Makalah ini menggunakan metode deskriptif kualitatif. Pengumpulan data dilakukan melalui observasi<br />selama proses belajar mengajar. Untuk menambah data dan sumber penting, peneliti juga melakukan studi pustaka<br />dan penelusuran internet. Teori yang mendukung penelitian ini didasarkan pada teori Giri dalam (Rahmat 2017).<br />Penelitian ini terdiri atas perencanaan, bagaimana mengembangkan dan meningkatkan kemampuan berbicara siswa<br />dengan menggunakan strategi diskusi kelompok kecil. Selain itu juga berisi persiapan, proses belajar-mengajar dan<br />evaluasi. Hasil penelitian ini menunjukkan bahwa (1) strategi diskusi kelompok kecil dapat membangun kepercayaan<br />diri siswa dalam berbicara; (2) melibatkan siswa dalam diskusi kelompok kerja secara komunikatif; (3) siswa<br />memiliki kesempatan untuk meningkatkan keterampilan berbicara mereka.</p><p>Kata kunci: strategi diskusi kelompok kecil, mengajar, berbicara</p>

scholarly journals Implementasi Metode Self Directed Learning dan Diskusi Kelompok Kecil Dalam Rangka Meningkatkan Kompetensi Menerapkan Konsep Model Keperawatan Dalam Berbagai Situasi Pada Mata Ajar Ilmu Keperawatan Dasar II

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Insiyah Insiyah
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Self Directed Learning ◽  
Learning Methods ◽  
Nursing Science ◽  
Result Show ◽  
Directed Learning ◽  
Student Ability

Abstract: Self Directed Learning, Small Group Discussion, Basic Nursing Science II. Basic Nursing Science II, is a subject for nursing students in Diploma IV This is a new subject based on curriculum 2014 containing of important concepts such as nursing theory that sometimes it is difficult for student to learn. Commonly students encounter difficulties in this subject so that they are not interested in it. They think that this subject is difficult to be understood because it contains of concepts. The aims of this research is to identify the success of learning methods by using self directed learning and small group discussion in order to increase student ability to achieve competence in application of conceptual nursing model in any situation. This research is Classroom Action Rersearch design. The result show that self directed learning and small group discussion methods are the learning methods that can increase student activity in learning process and improve student ability to achieve competence in application of conceptual nursing model in any situation.

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