The Teacher-Student Journey: Program-Wide Teamwork Skills Development and  Evaluation in the Medical Sciences

In the management of an organization, meetings are an important mechanism for a leadership to achieve organizational objectives, in particular as a democratic decision-making and feedbacks observationmechanism. In ensuring the meeting serves its function, the progress of the meeting is documented in the meeting minutes. As a result, the leader is able to easily gain members’ commitments and assuring that the meeting progresses in tandem with the goals outlined. This qualitative study aims to investigate the use of meeting minutes through the adaptation of teamwork skills development model as teamwork skills development mechanism, in preparing assignment of Islamic education professional courses offered to Part 3 students of the diploma program at Universiti Teknologi MARA Perak Branch. The study employs library research, interviews and observations as research instruments. Library research is done by collecting data on previous studies pertaining to teamwork skills elements to develop a guided minutes of meeting template as instructional material for teamwork skills development. Observations are conducted on both process and result of the application of the minutes of meeting template during the preparation of student workgroup assignment. Selected informants are interviewed to generate their perspectives about ideas, opinions and experiences pertaining research topic. As the result of the study, it’s found that the minutes of meeting as a recognized validated document by all meeting member functioned as an early alert system for educator in detecting free riding tendencies of a group member, as well as become a valid evidence for evaluation members contribution towards team performance.

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Role of an Educational Advisor from the Viewpoint of Professors and Students: A Qualitative Study from Sabzevar University of Medical Sciences, Iran

Journal of Pharmaceutical Research International ◽

10.9734/jpri/2019/v31i630350 ◽

2019 ◽

pp. 1-13

Author(s):

Hamid Joveini ◽

Reza Shahrabadi ◽

Ali Mehri ◽

Masoumeh Hashemian

Keyword(s):

Qualitative Study ◽

Medical Science ◽

Structured Interview ◽

Medical Sciences ◽

Teacher Student ◽

Task Description ◽

Teacher Student Relationship ◽

Student Relationship ◽

Attention To Students ◽

The Right

Introduction: Professor of the educational advisor is responsible for the academic and counselling guidance of students in educational, research and social fields. Also should be familiar with all the indicators of the consultation and be aware of duties and responsibilities. The study aims to explain the features of the professor of an educational advisor from the viewpoint of professors and students from Sabzevar University of medical sciences, Iran. Methods: In this qualitative study, participants were selected using purposive sampling, and it continued based on snowball and theoretical sampling. A semi-structured interview was used to collect the data. A total of 27 participants (12 Professors and 15 Students of medical science) were interviewed in 2 months. Interviews were analyzed using Graham and Landman’s content analysis method. To ensure consistency and accuracy of data, credibility, transferability, dependability, and conformability criteria were assessed. Results: Nine main categories were conceptualized including “Improper notification in task description”, “Permanent and voluntary inaccessibility”, “Teacher-student relationship in the teaching process”, “Attention to students' comments and access”, “Lack of knowledge of task description”, “Refer to other professors”, “Specialization”, “Strengthen teacher-student relationship”, “Follow up on student affairs”. Conclusion: Based on results, holding workshops to learn about the duties of a professor of educational advisor and the techniques of counselling, and to pay attention to student demands such as the right to choose, can be effective in improving students' satisfaction and solving their problems.

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TEAMWORK SKILLS BUILDING AND REFLECTIVE PRACTICE IN THE MEDICAL SCIENCES USING EPORTFOLIO LEARNING AND AUTHENTIC ASSESSMENT

EDULEARN17 Proceedings ◽

10.21125/edulearn.2017.1438 ◽

2017 ◽

Author(s):

Patsie Polly ◽

Thuan Thai ◽

Jia-Lin Yang ◽

Annie Luo ◽

Cristan Herbert ◽

...

Keyword(s):

Reflective Practice ◽

Authentic Assessment ◽

Medical Sciences ◽

Teamwork Skills

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E-learning-based medical education during COVID19 pandemic From Medical students' View Points

10.21203/rs.3.rs-234844/v1 ◽

2021 ◽

Author(s):

Laleh Khojasteh ◽

Zahra Karimian ◽

Elham Nasiri ◽

Sedigheh Sharifzadeh ◽

Majid Reza Farrokhi

Keyword(s):

Learning Experiences ◽

Good Alternative ◽

T Test ◽

Survey Study ◽

Main Element ◽

Medical Sciences ◽

Content Quality ◽

Face To Face ◽

Teacher Student ◽

E Learning

Abstract Background Most universities around the world have replaced e-learning with face-to-face methods after Covid-19 Pandemic. The present study evaluates the students' viewpoints about the dimensions of e-learning during the COVID-19 pandemic. Methods This is a survey study aimed at investigating e-learning experiences of 550 students of Shiraz University of Medical Sciences(SUMS) during the time Coronavirus pandemic. To data collection, a research-made questionnaire was employed, and the data were analyzed using one sample T-test, Independent T-test, ANOVA, and MANOVA. Results The results demonstrated that the students had satisfactory e-learning experiences and the average dimensions of e-learning were: Technological facilities(M = 4.29 ± 1.13),Technical support (M = 4.00 ± 1.08), e-Content quality(3.84 ± 1.05), Asynchronous education (M = 3.73 ± 1.20), Teacher-learner interaction(3.63 ± 1.32) and Synchronous education(M = 3.59 ± 1.31)Respectively. Most important factor was the interaction and feedback between teacher and students. Students' views on the components of e-learning were related to their age, access to electronic devices, and their computer skills significantly. Conclusion It seems that e-Learning can be a relatively good alternative to face-to-face training, but the teacher-student interaction is the main element in the greater effectiveness of this method.

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Teachers Attitude Towards Autonomous Learning in University Studies

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2015vol1.292 ◽

2015 ◽

Vol 1 ◽

pp. 415

Author(s):

Ilona Tandzegolskiene ◽

Ausra Rutkiene

Keyword(s):

Learning Process ◽

Self Control ◽

Skills Development ◽

Learning From Experience ◽

Important Condition ◽

Student Autonomy ◽

Teacher Student ◽

Traditional Lectures ◽

The Common

An appropriate and considerate choice of the study methods is an important condition for successful organization of the student learning process. A teacher can contribute to the common skills’ development and student’s autonomy by thoroughly combining various methods. This specific approach not only makes the learning process more interesting and encourages student’s participation, but is also associated with student’s responsibility, self-control and motivation, skills of learning process regulation, gained experience, learning planning and creation of appropriate learning environment. The study shows that teachers emphasize the importance of tools, methods and teacher-student cooperation. In the discussion of the tools and methods which enhance student autonomy during the studies, it is suggested to change traditional lectures by experiments, case studies, learning from experience, scientific projects, i.e., when students are engaged into interesting and long term activities which are practice-oriented, develop knowledge and help to gain experience.

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Det dubbla kompetenskravet

Forskning i Pædagogers Profession og Uddannelse ◽

10.7146/fppu.v3i1.113978 ◽

2019 ◽

Vol 3 (1) ◽

pp. 15

Author(s):

Emilia Berglund ◽

Karin Lager ◽

Jennifer Lundqvist ◽

Jan Gustafsson Nyckel

Keyword(s):

Teacher Education ◽

Focus Group ◽

Thematic Analysis ◽

New Teacher ◽

Skills Development ◽

School Age ◽

Focus Group Interviews ◽

Subject Knowledge ◽

Teacher Student ◽

Group Interviews

I föreliggande studie undersöks lärarstudenters utveckling av kompetenser inom lärarutbildningen. Studien har sin bakgrund inom de utbildningstrender som har som ambition att föra samman en socialpedagogisk omsorgstradition med en skolämnesinriktad utbildningstradition, där vi menar att lärarutbildningen för lärare i fritidshem utgör ett exempel. Fokusgruppintervjuer har använts för att intervjua 16 avgångsstudenter på lärarprogrammet med inriktning mot arbete i fritidshem på ett lärosäte i Sverige. Intervjuerna analyserades med hjälp av tematisk analys och visar att utbildningen erbjuder skilda lärandemiljöer för utveckling av kompetenser som svarar mot ett dubbelt kompetenskrav: Återskapare, Medskapare och Nyskapare. Analysen tydliggör både skillnader och likheter mellan de tre kompetenserna men det är samtidigt viktigt att se dem som komplementära. Återskapare kännetecknas av en anpassad och reproducerad kompetensutveckling där studenterna aktivt väljer att bli antingen lärare inom fritidshemmet eller i sitt praktisk estetiska skolämne. Medskapare kännetecknas av att studenterna anpassar sig till utbildningens genomförande och producerar en parallell kompetens och blir lärare i fritidshemmet och sitt skolämne. Nyskapare har drag av en produktiv - kreativ kompetens där studenterna använder sina praktisk estetiska ämneskunskaper inom fritidshemmets verksamhet, och sin fritidspedagogiska kompetens i undervisningen av det praktisk estetiska ämnet. Resultatet diskuteras avslutningsvis i relation till utbildningens förmåga att erbjuda en kreativ kompetens. Abstract“The dual competence requirement - A study of teacher student competences in a new teacher education” examines students dealing with a dual competence requirement in teacher education. The study has its’ background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which is Re-creators, Co-Creators and Innovators. The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject. The Co-creators are characterized by the students adapting to the education’s implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age educare activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills.

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