'INVISIBLE PHYSIOLOGY': TOWARDS THE DEVELOPMENT OF AUDIOVISUAL RESOURCES FOR IMPROVING TEACHING-LEARNING METHODOLOGIES IN HUMAN PHYSIOLOGY AND HEALTH SCIENCE COURSES

2019 ◽  
Author(s):  
Carlos Romá-Mateo ◽  
Conrado Javier Calvo ◽  
Gloria Olaso-González
Keyword(s):  
Human Physiology ◽  
Health Science ◽  
Science Courses ◽  
Teaching Learning

scholarly journals E-learning: The Scenario During COVID-19 Pandemic

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Archana Chirag Buch ◽  
Hetal Rathod ◽  
Raj Kamble
Keyword(s):  
Online Survey ◽  
Cross Sectional Study ◽  
Health Science ◽  
Male Students ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Science Courses ◽  
Learning Programs ◽  
E Learning ◽  
Teaching Learning

Background: E-learning is essential in health science education, and the COVID-19 pandemic has accelerated its utility. Objectives: The study aimed to observe the changes in the scenario of e-learning in Indian Medical Education during the COVID-19 pandemic. Methods: A descriptive cross-sectional study was conducted on 905 undergraduate health science students who agreed with an online survey. A questionnaire was prepared, including sociodemographic details, utilization of commercially available e-learning programs before the pandemic, and the scenario of teaching-learning activities during the COVID-19 pandemic. It was validated and circulated among medical students of various states across India through social media. Qualitative data were presented as numbers and percentages and quantitative data as mean (SD). Results: Of the 905 students surveyed, 69.17% (n = 626) were female students and 30.83% (n = 279) were male students. Besides, 85% (n = 395) of the students found commercial programs useful in clarifying concepts. Institutional e-learning was mandatory for 71.16% (n = 644) during the COVID-19 pandemic. Of the 644 students for whom e-learning was mandatory, 69.10% (n = 445) found tools like videoconferencing, Google classroom, zoom meetings, etc. useful in flexibility and autonomy. However, 50.47% (n = 325) of the students preferred a combined method of classroom teaching and e-learning, whereas only 9.93% (n = 64) of students preferred only e-learning as a method of teaching. They were satisfied with institutional programs for clarifying concepts (n = 386; 60%) and communication skills (n = 320; 50%). Conclusions: The utility of e-learning has increased during the COVID-19 pandemic. However, students preferred e-learning in combination with traditional teaching, especially in health science courses.

Enhancing Student Learning on Emerging Infectious Diseases: An Ebola Exemplar

2018 ◽  
Vol 80 (7) ◽  
pp. 493-500
Author(s):  
Derek Dube ◽  
Tracie M. Addy ◽  
Maria R. Teixeira ◽  
Linda M. Iadarola
Keyword(s):  
Infectious Diseases ◽  
Undergraduate Students ◽  
Ebola Virus ◽  
Influenza Pandemic ◽  
Emerging Infectious Diseases ◽  
Health Science ◽  
Science Courses ◽  
Study Approach ◽  
Mode Of Instruction

Throughout global history, various infectious diseases have emerged as particularly relevant within an era. Some examples include the Bubonic plague of the fourteenth century, the Spanish Influenza pandemic of 1918, the HIV epidemic of the 1980s, and the Zika virus outbreak in 2015–16. These instances of emerging infectious disease represent ideal opportunities for timely, relevant instruction in natural and health science courses through case studies. Such instructional approaches can promote student engagement in the material and encourage application and higher-order thinking. We describe here how the case study approach was utilized to teach students about emerging infectious diseases using the 2014–16 Ebola virus outbreak as the subject of instruction. Results suggest that students completing the case study not only had positive perceptions of the mode of instruction, but also realized learning gains and misconception resolution. These outcomes support the efficacy of case pedagogy as a useful teaching tool in emerging infectious diseases, and augment the paucity of literature examining Ebola virus knowledge and misconceptions among undergraduate students within United States institutions.

Addressing the divergence between health science students’ learning preferences and the way their teachers teach

The Advisor ◽  
2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Una L. DeChellis
Keyword(s):  
Learning Preferences ◽  
Health Science ◽  
First Year ◽  
College Level ◽  
Science Students ◽  
Teaching Approaches ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Quantitative And Qualitative Research ◽  
The Relationship

Abstract Both the literature and personal experience show that attrition from prerequisite science courses for the health professions is significant. To examine one possible reason for that attrition, a study was designed to examine the relationship between the teaching approaches employed by college-level anatomy and physiology (A&P) instructors and the learning preferences of first-year health science (FYHS) students. Students and instructors of a first-year Anatomy and Physiology course at a small, private four year college in the Northeast participated in a combined quantitative and qualitative research protocol. Results showed that instructors’ teaching approaches met the participating FYHS students’ learning preferences in some areas but not all. The findings suggest that addressing the gap between FYHS students’ learning preferences and the teaching approaches of A&P instructors could lead to more successful academic outcomes.

App Design and Implementation for Learning Human Anatomy Through Virtual and Augmented Reality

2021 ◽  
pp. 72-87
Author(s):  
Santiago González Izard ◽  
Juan Antonio Juanes Méndez
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Health Science ◽  
Human Anatomy ◽  
Science Students ◽  
Anatomical Structures ◽  
Transmission Of Knowledge ◽  
Virtual And Augmented Reality ◽  
Teaching Learning ◽  
App Design

The influence of augmented reality (RA) and virtual reality (RV) techniques is analyzed in the process of teaching-learning for the human anatomy subject, in particular in health science students. For this purpose, two applications have been designed for mobile devices and virtual reality glasses with the purpose of incorporating these techniques in teaching for the study of human anatomy to facilitate the students with better learning of anatomical body contents through these technological procedures. In this way it is intended to achieve a better transmission of knowledge to students in an effective, visual, interactive, and close way. The authors believe that these technological tools constitute an excellent complementary medium to the traditional atlases, facilitating the learning of the anatomical structures.

Learning Styles Compared Across Health Science Courses

1989 ◽  
Vol 8 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Jan Lovie‐Kitchin ◽  
Irene Coonan ◽  
Ruth Sanderson ◽  
Briony Thompson
Keyword(s):  
Learning Styles ◽  
Health Science ◽  
Science Courses

Conceptions of Health and Illness Held by Australian Aboriginal, Torres Strait Islander, and Papua New Guinea Health Science Students

2002 ◽  
Vol 8 (2) ◽  
pp. 9 ◽  
Author(s):  
Gillian Boulton-Lewis ◽  
Hitendra Pillay ◽  
Lynn Wilss ◽  
David Lewis
Keyword(s):  
Papua New Guinea ◽  
Torres Strait Islander ◽  
New Guinea ◽  
Educational Status ◽  
Developed Countries ◽  
Health Science ◽  
Human Right ◽  
Science Courses ◽  
Health And Illness ◽  
Torres Strait

Health is considered to be a fundamental human right and developing a better understanding of health is assumed to be a global social goal (Bloom, 1987). Yet many third-world countries and some sub-populations within developed countries do not enjoy a healthy existence. The research reported in this paper examined the conceptions of health and conceptions of illness for a group of Aboriginal, Torres Strait Islander, and Papua New Guinea university students studying health science courses. Results found three conceptions of health and three conceptions of illness that indicated these students held a mix of traditional/cultural and Western beliefs. These findings may contribute to overcoming the dissonance between traditional and Western beliefs about health and the development of health care courses that are more specific to how these students understand health. This may also serve to improve the educational status of Aboriginal and Torres Strait Islander people and potentially improve the health status within these communities.

Development and Evaluation of Fishbone-Based Advanced Computational Thinking (FACT) Pedagogy: A Teacher-Student Collaborative Learning Environment in Engineering and Science Education

2020 ◽  
pp. 234763112097017
Author(s):  
B. Gopinath ◽  
R. Santhi
Keyword(s):  
Computational Thinking ◽  
Science Students ◽  
X Ray ◽  
Science Courses ◽  
Complex Concept ◽  
Student Community ◽  
Teacher Student ◽  
Fishbone Diagram ◽  
Collaborative Learning Environment ◽  
Teaching Learning

In this article, Fishbone-based advanced computational thinking (FACT) pedagogy is proposed by fusing fishbone pedagogy and computational thinking pedagogy for enhancing teaching-learning process while teaching engineering and science courses, for engineering and science students respectively. The proposed FACT pedagogy has been implemented using the concept of X-ray machine in biomedical instrumentation course and biomolecules, in biochemistry course. Using fishbone approach, various components of X-ray machine in biomedical course and the components of biomolecules in biochemistry course are visually explained as ribs and riblets of a fishbone diagram, without coining the keywords X-ray and biomolecules in an engineering institution and science institution respectively. Finally, the targeted concept is arrived and explained. Similarly, the same concepts of X-ray and biomolecules are coined among students and they are asked to divide or decompose the concepts into sub-concepts separately. To implement and evaluate the proposed pedagogy, an engineering institution and a science institution have been selected and evaluation results have been published in this article. In this pedagogical approach, the same complex concept is taught as a backward thinking by the teacher using fishbone pedagogy and forward thinking by the students using computational thinking pedagogy. This combined approach helps students to understand any complex concept in science courses. Also, it helps the teachers to easily convey and embed the same among the student community while teaching science courses.

scholarly journals Online-Synchronized Clinical Simulation: An efficient teaching-learning option for the COVID-19 pandemic time and beyond.

2020 ◽  
Author(s):  
Diego Andrés Díaz-Guio ◽  
Elena Ríos-Barrientos ◽  
Pablo Andrés Santillán-Roldan ◽  
Ana Sofía Díaz-Gómez ◽  
Alejandra Ricardo-Zapata ◽  
...  
Keyword(s):  
Latin American ◽  
Situational Awareness ◽  
Cognitive Engagement ◽  
Health Science ◽  
Learning Activity ◽  
Clinical Simulation ◽  
Nontechnical Skills ◽  
Before And After ◽  
And Performance ◽  
Teaching Learning

Abstract Introduction: A powerful methodology for teaching, learning, and researching is clinical simulation, which has positioned itself in recent decades in health science education. However, due to the COVID-19 pandemic, social distancing has forced institutions to leave simulation centers and make use of new alternatives that allow the continuation of educational programs through virtual environments.Methods: We carried out a before-and-after design study that used online-synchronized clinical simulation (OSCSim) in three Latin American clinical simulation centers (Colombia, Ecuador, and Mexico). The educational intervention included briefing, COVID-19 simulated cases, and structured debriefing through a meeting platform. We assessed the participants' learning and performance in diagnosis, treatment, and nontechnical skills for the management of patients with COVID-19. Satisfaction and learning perception were measured. The debriefing quality was evaluated from the student's perspective.Results: We had 106 participants. 46.2% from Colombia, 31.1% from Mexico, and 22.6% from Ecuador. A total of 51.9% were men, and the median age was 23 years (IQR: 22-26). A total of 34.9% were fourth-year students of medicine, 38% were fifth-year students, and 21.7% were anesthesia residents. Fourteen OSCSim sessions were performed; cognitive engagement was 43.4%, mainly interactive. A relationship was found between cognitive engagement, learning, situational awareness, and realism in the simulation. The quality of debriefing was ranked high by the participants, and they also agreed with the OSCSim methodology.Conclusion: OSCSim is an active and social learning activity that enables training and improvement of nontechnical skills and declarative knowledge about COVID-19 management. Nevertheless, it needs to be complemented in the procedural aspect in simulation centers.

scholarly journals Relating human physiology content to COVID-19: a strategy to keep students in touch with physiology in times of social distance due to pandemic

2021 ◽  
Vol 45 (1) ◽  
pp. 129-133
Author(s):  
Niege Alves ◽  
Guilherme Salgado Carrazoni ◽  
Caroline Bitencourt Soares ◽  
Ana Carolina de Souza da Rosa ◽  
Náthaly Marks Soares ◽  
...  
Keyword(s):  
Human Physiology ◽  
Scientific Content ◽  
Online Platforms ◽  
Online Tools ◽  
The Social ◽  
Web Course ◽  
Current Events ◽  
Health Sciences Students ◽  
Teaching Learning ◽  
The University

In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was proposed for health sciences students from the Federal University of Pampa. It included synchronous meetings twice a week and asynchronous activities using scientific articles, case studies, and interactive online tools. The students approved the methodology developed, assessing it as dynamic and innovative. They reported that the activity helped to better understand the relations between COVID-19 and physiological systems. The web course also contributed to the identification of reliable sources of news and stimulated the sharing of scientific content with their families. We concluded that the use of online platforms contextualizing the physiology content considering current events helps students in learning human physiology and improves their abilities to apply this information to their daily life, in this specific case, regarding the COVID-19 pandemic.

scholarly journals Audio-Visual Aids in Teaching-Learning Process of Health Science Students and Professionals

2015 ◽  
Vol 3 (4) ◽  
pp. 50-52
Author(s):  
Prem Kumar Yadav ◽  
Tushar Kanti Bera ◽  
Prithwiraj Mukharjee ◽  
Shankar Yadav ◽  
Sanjay Kumar Sah ◽  
...  
Keyword(s):  
Learning Process ◽  
Health Science ◽  
Visual Aids ◽  
System A ◽  
Power Point Presentation ◽  
Power Point ◽  
Teaching Learning ◽  
Key Techniques ◽  
Selection Of

Essence and necessity to make the teaching-learning process more innovative, scientific and students' centred have become main aim and objective of present day education system. A large number of methods are being used in teaching-learning process. The audio visual aids are being increasingly used since these involve both audio (verbal) as well as visual way of teaching. Several researches have been proved that the ability to recall is high with teaching using audio visual aids. Selection of appropriate media of teaching is one of the smart and important steps of teaching students of different levels and domains. Several media of audio visual aids are being practisized such as overhead projector (OHP), power point presentation (PPT), white or black board teaching and flip charts etc. These media have merits as well as demerits. There are key techniques to make them more effective. The audio visual aids help in consolidation of long term memories of learnt information. Logical use of different types of media simultaneously during teaching can be more beneficial for the learners in many ways.

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