Giving feedback in the new CBME curriculum paradigm: Principles, models and situations where feedback can be given

2022 ◽  
Vol 8 (3) ◽  
pp. 76-82
Author(s):  
Thomas V Chacko
Keyword(s):  
Clinical Teaching ◽  
Good Practice ◽  
Learning Needs ◽  
Competency Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
Development Framework ◽  
Competency Based ◽  
Effective Development ◽  
Giving Feedback

The new competency based medical education represents a paradigm shift from a teacher centered to a student centered learning of outcome competencies paradigm and so both the students and the teachers are unfamiliar with it. Giving and receiving feedback is central to the competency development framework. Only through frequent, timely and appropriate feedback there will be effective development of cognitive competence in its lead up to performance of competence. These concepts are illustrated to convey the importance of giving feedback to students. As the teachers are expected to practice giving feedback to students, they were opportunistically asked prior to a faculty development workshop what their priority learning needs about giving feedback are. Based on this a focused review of literature was done to collect the information on the various models of giving feedback, the principles for giving feedback, the possible situations in curriculum delivery where teachers can and should give feedback to students.The literature revealed some good practice models for giving feedback to the naïve as well as the mature students in ambulatory and clinical teaching settings as well as on their performance as revealed by their test results. Models of counseling which has strong element of feedback on the learner’s performance and helping them choose the way forward after identifying the problem is also shared.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

scholarly journals IMPLEMENTATION OF PROBLEM BASED LEARNING METHOD IN COMPETENCY BASED CURRICULA WITH STUDENT’S SOFTSKILL IN PSIK UR

2018 ◽  
Vol 1 (2) ◽  
pp. 97
Author(s):  
Ari Pristiana Dewi ◽  
Febriana Sabrian ◽  
Erwin Erwin
Keyword(s):  
Soft Skills ◽  
Problem Based Learning ◽  
Bivariate Analysis ◽  
Chi Square ◽  
Cross Sectional ◽  
Student Centered ◽  
Student Centered Learning ◽  
Chi Square Test ◽  
Competency Based ◽  
Educational Paradigm

Introduction. Improving the quality of education makes a shift in educational paradigm in Indonesia. Conventional teacher-centered curricula is changing to competency-based curricula (CBC) with focus on student-centered learning. The purpose of this study was to identify relationship between the implementation of Problem-Based Learning (PBL) method in CBC with students’ soft skills. Method. The study design was cross sectional correlation with 97 respondents as the sample. Analysis of the data using univariate and bivariate analysis with the test used was the chi square test. Results. The results of the study showed that there was no relationship in the implementation of PBL method in CBC with students’ soft skills (ρ = 0.646). Discussion. Based on the results, this study suggested to the academic head officer of PSIK UR to be able to evaluate periodically the implementation of CBC in order to achieve quality learning to produce students who can perform both hard skills and soft skills. Keywords: CBC, PBL, softskills, student

scholarly journals Implementasi Model Discovery Learning dalam Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN 1 Bulukumba

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Andi Muhammad Asbar
Keyword(s):  
Learning Model ◽  
Discovery Learning ◽  
Islamic Education ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Patterns ◽  
Thinking Ability ◽  
Development Of Attitudes ◽  
Quality Learning

The results of research on the implementation of discovery learning model on the subjects of Islamic Education and Character in SMAN 1 Bulukumba, is a model of discovery learning has been applied by Islamic Education Teachers and Character in SMAN 1 Bulukumba in terms of input, process and output components. In the learning needs to be evaluated, especially on aspects of process components and output components on aspects of student skills. Educators are required to maximize in applying the learning model in order to obtain a quality learning situation, active and develop the attitude and knowledge of students. The application of the discovery learning model is not an easy task, by which the teacher takes a lot of time and not all students are able to make the discovery, this model does not apply to all topics. Related to the time and strategy of discovery learning requires a longer duration, due to the rational thinking ability of students is still limited and cultural factors or habits that still use the old learning patterns. The implication of this research, it is expected that the teacher of Islamic Education and Character can implement the scientific approach of discovery learning model in the learning process in class well, evaluate, repair and development both in terms of planning, implementation and assessment in using discovery learning model to run effective and systematic. And the creation of student-centered learning oriented development of attitudes, knowledge and skills of students.

scholarly journals Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

2020 ◽  
Vol 10 (4) ◽  
pp. 76
Author(s):  
Abdul Rahman
Keyword(s):  
Public Administration ◽  
Sampling Technique ◽  
Educational Process ◽  
Learning Needs ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Public ◽  
Study Results ◽  
Learning English

This study aims to analyze students' needs in learning English and determine the learning methods used in learning English at STIA Prima Bone. This study uses a descriptive method with a qualitative approach. The subjects in this study were 60 students of the Public Administration Study program. They took courses in the second semester of the 2019/2020 academic year and one of the lecture language courses. The s lecturer sampling technique uses purposive random sampling. The instruments in this study were questionnaires and interviews. Based on the study results, the students' need for learning English in the Public Administration study program different or varied, so it can be concluded that they need English not only for current learning needs or Now Oriented but also for work needs (Future-Oriented). Therefore, learning English in the Public Administration Study Program must prioritize the target needs. So that, the fulfillment of wants can achieve and reduce the shortcomings or weaknesses of students in learning English. The teaching or learning method is an essential component in the educational process because the teaching process's success depends on the method used by the lecturer. The technique used in learning English courses in the public administration study program is to combine Student-Centered Learning, Teacher-Centered Learning, and Collaborative Learning.

Establishing a Student-Centered Environment to Support All Learners

2017 ◽  
pp. 155-182 ◽  
Author(s):  
James D. Basham ◽  
Skip Stahl ◽  
Tracey Hall ◽  
Richard Allen Carter Jr.
Keyword(s):  
Personalized Learning ◽  
Traditional Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Education Practice ◽  
Self Regulated Learning ◽  
Competency Based Education ◽  
Competency Based ◽  
Turnaround Process ◽  
The Impact

Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.

Technology Adoption for Teaching

2020 ◽  
pp. 70-78
Author(s):  
Airen Adetimirin
Keyword(s):  
Ethical Behavior ◽  
Appropriate Technology ◽  
Literacy Programs ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Ethical Education ◽  
Use Of Technology ◽  
Global Trend

Lecturers use technology for teaching to make learning more interactive and meet the different learning needs of students to promote their learning outcomes. The use of technology by lecturers will achieve the global trend of student-centered learning, where the course curriculum, pedagogy and type of technology should be focused on the needs of the students. To achieve meeting the needs of the students in a class, lecturers adopt technology such as interactive boards, learning management systems, videos, webcam to deliver their course content. However, the appropriate technology must be adopted for the topics in each course and used based on the rules and regulation referred to as ethics. Lecturers must use technology appropriately to avoid unethical acts such as copyright infringement and plagiarism in the retrieval of information resources from electronic sources such as the internet. Literature has revealed that lecturers are involved in unethical acts and need to be educated on ethical use of technology. This chapter examines the use of technology by lecturers for teaching, ethical behavior and recommended that regular ethical education should be provided to the lecturers through information literacy programs for them to become knowledgeable in the ethics of using technology and avoid unethical acts.

ENSURING QUALITY IN AN ONLINE DISTANCE COMPUTING COURSE

2005 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Auyeung Lai Hung
Keyword(s):  
Distance Education ◽  
Higher Education Policy ◽  
Good Practice ◽  
Illustrative Case ◽  
Science Students ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Distance Education ◽  
Online Distance

This article describes an illustrative case of an online distance education course in introductory computing which aimed to empower learners by facilitating active learning in an innovative, high quality, and student-centered learning environment. This course was offered to 180 non-computing science students at a university in Hong Kong. In this article, this computing course will be first evaluated against the benchmarks established by The Institute for Higher Education Policy for ensuring quality in Internet-based distance education. Secondly, the effectiveness of the course was examined in two student tracking studies conducted before the mid-term and final examinations, respectively. Results showed that towards the end of the course, statistically significant differences in learners' behaviors were found, e.g., the use of self-assessment activities rose from an average of 1.27 hours per week prior to mid-term examination to 2.63 hours per week prior to final examination. It was also observed that students adjusted their studying methods and their attitudes towards the course over time. It is expected that by documenting this experience, some good practice in technology-mediated instruction can be identified.

scholarly journals PENERAPAN MODEL PEMBELAJARAN BERBASIS PROYEK PADA SEKOLAH MENENGAH PERTAMA DI SURAKARTA

EDUSAINS ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 279-285
Author(s):  
Suryani Jati Rahayu ◽  
Sukarmin Sukarmin ◽  
Puguh Karyanto
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Model Project ◽  
Qualitative Descriptive

PROJECT BASED LEARNING IMPLEMENTATION IN JUNIOR HIGH SCHOOL IN SURAKARTAAbstractProject-based learning needs to be implemented in junior high schools because by applying this model it will enhance student creativity. Project-based learning is a learning model that makes students active and innovative, completing a project in a certain period. This study aims to analyze the learning process at the junior high school in several schools in Surakarta to implement project-based learning. The design of this study is qualitative descriptive. Data analysis using Milles Huberman by observation, in-depth interviews, and student cognitive achievement. The results show that the learning that has been done in several Junior High School in Surakarta has not used project-based learning. This lack of using Project-Based learning is because the teacher has no direction or is still limited to learning using the Project-Based Learning model, so the teacher prefers to teach with lecture and discussion methods in the classroom. Even though in the 2013 curriculum, the application of a student-centered learning model is highly recommended. The researcher hopes that the results of this study will help design a curriculum that uses a project-based learning model. AbstrakPembelajaran berbasis proyek perlu diterapkan di sekolah menengah pertama, karena dengan penerapan model ini akan meningkatkan kreativitas siswa. Pembelajaran berbasis proyek merupakan model pembelajaran yang membuat siswa aktif dan inovatif, menyelesaikan suatu proyek dalam kurun waktu tertentu. Studi ini bertujuan untuk menganalisis proses pembelajaran tingkat SMP pada beberapa sekolah di Surakarta untuk menerapkan pembelajaran berbasis proyek. Desain penelitian ini deskriptif kualitatif. Analisis data menggunakan Milles Huberman dengan cara observasi, wawancara mendalam dan hasil belajar kognitif siswa. Hasil nya menunjukkkan bahwa pembelajaran yang telah dilakukan di beberapa SMP Negeri di Surakarta belum menggunakan pembelajaran berbasis proyek. Hal ini dikarenakan guru tidak memiliki arahan atau masih terbatas untuk pembelajaran menggunakan model Project Based Learning, sehingga guru lebih memilih mengajar dengan metode ceramah dan diskusi di kelas. Padahal di kurikulum 2013, penerapan model pembelajaran yang berpusat pada siswa sangat dianjurkan. Peneliti berharap dengan hasil penelitian ini akan membantu perancang kurikulum membuat perubahan yang berkaitan dengan pembelajaran dengan menerapkan model Project Based Learning. 

scholarly journals Adversity Quotient Mahasiswa Baru yang Mengikuti Kurikulum Berbasis Kompetensi

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Nita Fitria ◽  
Taty Hernawati ◽  
Nur Oktavia Hidayati
Keyword(s):  
Nursing Students ◽  
Research Method ◽  
Nursing Student ◽  
Sampling Technique ◽  
Student Centered ◽  
Student Centered Learning ◽  
Response Profile ◽  
Competency Based

Adversity Quotient (AQ) merupakan suatu bentuk pengukuran yang digunakan untuk mengetahui kemampuan seseorang dalam merespons suatu tantangan atau kesulitan dalam kehidupannya untuk mencapai suatu keberhasilan. Salah satu tantangan dan kesulitan bagi mahasiswa keperawatan adalah menghadapi program Kurikulum Berbasis Kompetensi (KBK) dengan Metode Student Centered Learning(SCL). Tujuan penelitian ini untuk mengetahui gambaran Adversity Quotientmahasiswa baru yang sedang mengikuti Kurikulum Berbasis Kompetensi dengan Metode Student Centered Learning(SCL). Metode penelitian yang digunakan adalah metode deskriptif kuantitatif. Teknik sampling yang digunakan adalah total populasi dengan jumlah sampel 142 orang mahasiswa. Alat ukur yang digunakan dalam penelitian ini adalah modifikasi dari Adversity Response Profile Quick TakeTM. Hasil penelitian didapatkan Adversity Quotientmahasiswa baru yang sedang mengakui KBK dengan metode SCL adalah sebagian besar responden yaitu 87 orang (61,27%) pada kelompok climber, sebagian kecil dari responden yaitu 50 orang (35,21%) pada kelompok transisi camperke climber, sebagian kecil dari responden yaitu 5 orang (3,52%) pada kelompok camper,tidak seorang pun responden yaitu 0 orang (0.00%) pada kelompok transisi quitterke camper dan tidak seorang pun responden yaitu 0 orang (0.00%) pada kelompok quitter. Mahasiswa pada posisi climbermelihat masalah yang ada saat menjalani program profesi sebagai tantangan.Kata kunci: Adversity quotient, mahasiswa, student centered learning AbstractAdversity Quotient (AQ) is a form of measurement that used to determine a person’s ability to respond of challenges or difficulties as part of achieving a success in life. The challenges and difficulties for nursing students occurred when Competency-Based Curriculum (CBC) has applied using Student Centered Learning (SCL) method. The purpose of this study was to explore the Adversity Quotient Force of nursing students from class of 2011 who applied CBC and SCL as their study method. The research method was descriptive quantitative. Samples were 142 nursing student from class of 2011 who chosen by total sampling technique. The data were collected using a modification of the Adversity Response Profile Quick TakeTM tools. The result showed the majority of Adversity Quotient of respondent who attended CBC with SCL method was in climber categories with 87 people (61.27%). The second majority was transition to a camper climber with 50 people (35.21%), and then followed by camper, camper quitter, and quitter with 5 persons (3.52%), 0 (0.00%), 0 (0.00%), respectively.Key words:Adversity quotient, students, student centered learning

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