scholarly journals Co-teaching Model Promotes True Integration for Integrated Curriculum of Urology

2020 ◽  
Author(s):  
HaiMin Zhang ◽  
AiHong Mei ◽  
Fang Wang ◽  
Ling Wang ◽  
Jing Wen ◽  
...  
Keyword(s):  
Integrated Curriculum ◽  
Assessment Tool ◽  
Teaching Method ◽  
Learning Experience ◽  
Knowledge Retention ◽  
Traditional Teaching ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
On The Road ◽  
Group B

Abstract Background Currently, the integrated curriculum of urology is still on the road of complete integration. Co-teaching, an existing concept in education, however, may be used to promote the integration of urology. Therefore, the present study was designed to explore the effect of co-teaching method compare with the traditional teaching method.Methods Co-teaching and traditional teaching in the topics hematuria and acute kidney injure (AKI) were prepared and validated. 98 undergraduate medical students of Tongji University were randomly assigned to groups A and B. Group A was taught hematuria by Co-teaching (CT) and AKI by traditional teaching (TT) and Group B was taught hematuria by TT and AKI by CT. A knowledge assessment tool of 20 multiple choice items was administered to assess the pre, post and retention knowledge scores. Change between knowledge scores was analyzed using inferential statistics. One students’ questionnaire and one tutors’ questionnaire were designed and used to investigate the perception on teaching-learning experience.Results Both traditional teaching and co-teaching were significantly effective in increasing the knowledge scores with no significant difference in learning outcomes between these two methods. However, co-teaching showed better knowledge retention compared to conventional teaching. At the same time, the feedback from students’ questionnaire showed co-teaching method better than traditional teaching; otherwise, the feedback from tutors’ questionnaire showed it needs more time and cooperation for the co-teaching. ConclusionsCo-teaching can promote the curriculum to be deeply integrated, achieve comparatively better retention of knowledge and improve the teaching effect as revealed by the findings.

scholarly journals Evaluation of basic surgical skill workshop at undergraduate level in the discipline of surgery

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Maliha Yunus ◽  
Zeeshan Ghani ◽  
Ihtasham Muhammad Ch. ◽  
Ayesha Akram
Keyword(s):  
Medical Students ◽  
Skills Training ◽  
Traditional Teaching ◽  
Surgical Skill ◽  
Undergraduate Medical Students ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
Group A ◽  
Group B

Objective: To evaluate the effectiveness of basic surgical skill workshop at under graduate level. Methods: This was randomized controlled study (cross-over design) conducted at Al-Nafees Medical College and hospital from 1st January to November 30th 2017. Undergraduate medical students of Year-5 MBBS were randomized into two groups to undergo surgical skills training. One was workshop or interventional Group-A, other was traditional teaching or control Group-B. Online random sampling calculator was used for randomization. Both groups were given a pretest and post-test in the form of two OSATS station. Results: Total 49 students were enrolled in the study; Group-A had 25 whereas Group-B had 24 students. There was significant difference (p=0.000) in mean post-test scores of Group-A (36.28±6.75) and Group-B (24.17±5.09) out of 53 on OSATS station-1. Significant statistical difference (p=0.000) in the mean score of post-tests of Group-A (26.08±18.34) and Group-B (14.42±9.24) out of 37 was also noted on OSATS station-2. There was no significant difference in mean pretest scores on both stations in both groups. Conclusions: This study has suggestions in development of curriculum as it provides a quantitative substantiation indicating that workshop teaching as a learning strategy can essentially augment traditional teaching of technical skills to undergraduate medical students. doi: https://doi.org/10.12669/pjms.36.4.1792 How to cite this:Yunus M, Ghani Z, Muhammad Ch. I, Akram A. Evaluation of basic surgical skill workshop at undergraduate level in the discipline of surgery. Pak J Med Sci. 2020;36(4):---------. doi: https://doi.org/10.12669/pjms.36.4.1792 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Effects of the use of Documentary Videos in Teaching Setting-out in Nigerian Secondary Schools

2020 ◽  
Vol 11 (1(V)) ◽  
pp. 64-67
Author(s):  
Mohammed Auta ◽  
M. Giwa
Keyword(s):  
Secondary Schools ◽  
Teaching Method ◽  
Research Question ◽  
Analysis Of Covariance ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Documentary Video ◽  
Quasi Experimental ◽  
Group B ◽  
Teaching Setting

The purpose of the study was to determine the effect of the use of documentary videos in teaching setting-out in Nigerian secondary schools. One research question and one hypothesis guided the study. The study adopted Quasi-experimental research design. The population for the study was 16 ST 1 students from Government Technical Training School, Jalingo offering Building Construction subject. There was no sampling. The instrument for data collection was Setting-out Test (ST) developed by the researcher. The instrument was validated by three experts. Test re-test was used to establish the reliability of the instrument and a reliability coefficient of 0.83 and 0.87 was obtained for the traditional and documentary video teaching methods respectively. The ST 1 students were arranged in intact groups, A and B; treatment was given to the two groups. Group a students were taught using the traditional method while Group B students were taught using the documentary video. A Pre-Test and Post-test was administered on the two groups under examination condition. The data obtained were analyzed using mean, standard deviation for research question and analysis of covariance (ANCOVA) for the hypothesis. Findings from the study indicated that students taught Setting-out with documentary videos performed better than those taught with the traditional teaching method; and there was a significant difference in the performance of students taught Setting-out with documentary video and those taught with traditional teaching method. Based on the findings some recommendations were made

Influence of Multimedia Communication Materials on the Students' Sports Motivation

2012 ◽  
Vol 155-156 ◽  
pp. 892-896
Author(s):  
Ming Chang Liu
Keyword(s):  
Physical Education ◽  
Teaching Method ◽  
Research Result ◽  
Multimedia Communication ◽  
Control Group ◽  
Traditional Teaching ◽  
Multimedia Teaching ◽  
Significant Difference ◽  
Motivation Level ◽  
Multi Media

Through adopting many research methods, such as literature, experimentation, questionnairesand mathematical statistics method, this study explores the effect of sports multimedia teaching on stimulating the college students’ sports motivation, makes comparison between multimedia teaching and traditional teaching in the EC course teaching, and makes use of sports motivation scale to make measurement. The research result shows that the sports motivation level of the students in the experimental class who are adopted multimedia teaching method to teach is significantly improved, and has significant difference with the control group who are adopted the traditional teaching approach. In physical education, the adoption of multi-media teaching can motivate and improve the sports motivation of the students, so the multimedia communication materials should be promoted in physical education.

scholarly journals Perception of OSCE as An Assessment Tool in Undergraduate Students of Private Medical College in Karachi, Pakistan

2021 ◽  
Vol 15 (8) ◽  
pp. 2370-2374
Author(s):  
Saba Pario ◽  
Shaista Bashir Anwar ◽  
Zafar Haleem Baloch ◽  
Saira Ghafoor ◽  
Shazia Aftab ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Tool Material ◽  
P Value ◽  
Practical Skills ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference

OBJECTIVE: To explore the perception of undergraduate students of United Medical and dental college towards objective structured clinical examination as an assessment tool. MATERIAL & METHODS: A cross-sectional observational study included undergraduate medical students, RESULTS: 153 students who completely filled the proforma were included in study among them 31% were male and 69% were females. Mostly agreed that stations in OSCE were simple and easily interpretable and assessed practical skills thoroughly. Majority of students accepted that skills inquired were taught in clinics, stations were according to course and stations were appropriately timed. 66 % confirmed that adequate instructions were provided before exam. 84.31% believed that OSCE is preferable to viva. 57.51% of candidates stated that examiners during OSCE were attentive and gracious but 20.91 % objected it , while 21.57% remained neutral. Almost half of examinees labelled it as comprehensive clinical assessment .Overall, 67.97 % perceived OSCE as demanding and tough assessment. Finally views of students for statement that OSCE is unbiased, reliable and valid were positive in 50.32%.There was a significant difference in the opinion of male and female( p-value is less than 0.05) in statement that OSCE thoroughly assessed practical skills, stations were according to course of instruction, Adequate instructions were provided before exam, superior and preferable to viva, assists in improvement of clinical skills, demanding and tough and finally OSCE was unbiased, reliable and valid CONCLUSION: OSCE was perceived as fair, comprehensive, un-biased format of examination but believed it was more stressful than traditional examination methods . KEY WORDS: Assessment, Attitude, OSCE, Perception, Undergraduate Medical students.

scholarly journals Effectiveness of Concept Mapping’s Efficiency in Differential Equations

2020 ◽  
Vol 20 (2) ◽  
pp. 1-23
Author(s):  
Fatemeh Moradi
Keyword(s):  
Differential Equations ◽  
Concept Mapping ◽  
Concept Maps ◽  
Assessment Tool ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Mathematical Concepts ◽  
Spss Software ◽  
Grade One

One of the existing approaches in students’ performance evaluation is to use concept mapping. There are lots of studies indicate that concept mappings can be used to evaluate the knowledge of mathematical concepts in a useful way. The best and most comprehensive way of learning is organizing study. Organizing is an expanding meaning strategy. Concept mapping is a simple way to organize and relate information, if vaguely. Lines, words, signs, and symbols are used in concept mappings. In this study, the use of concept mappings in differential equations has been investigated. To do so, a case study of understanding differential equations unit has been conducted in 90 students from Azad University. To begin with, the students went under seven sessions of differential equations of grade one, and another group was taught differential equations in a traditional way. After that, the results obtained were evaluated using SPSS software and Mann-Whitney U test to reach the conclusion. The results indicate the effectiveness of concept mappings. The students show ability to recognize the structure of differential equations that cannot be seen in the results of a traditional teaching method. In addition, the misunderstandings in misconceptions of such structures can be revealed. Therefore, it can be recommended to use the concept maps about differential equations as a complementary assessment tool along with common written tests.             

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Author(s):  
Tuba Demirci ◽  
Sema Okur
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals UMA ABORDAGEM DE JOGOS DE TABULEIRO NO ENSINO EM CIÊNCIAS CONTÁBEIS

2019 ◽  
Vol 12 (4) ◽  
pp. 398
Author(s):  
Sirlene Siqueira Alves ◽  
Armando Paulo da Silva ◽  
Eduardo Filgueiras Damasceno
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Course Content ◽  
Board Games ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
And Control

The accounting higher education has techniques of knowledge transfer for the professional formation of the academic, therefore, most of the teaching techniques are focused on the disclosure of the laws due to the financial movement of the organizations. Knowing this, much of the advancement in teaching is due to the transmission of the experience of the accounting professor and the student facing the labor market operations. There are other methods of teaching accounting such as lecture, case study, seminars, discussion and debate, however they are still focused on the transmission of experiences or the fictional representation of teaching. This article aims to highlight the use of board games in the Accounting Science course, the teaching based on game fiction, as a way of fixing the content in the teaching of cost accounting, compared to traditional teaching methods. To prove the hypothesis, a board game was created, focused on promoting student engagement and favored the transmission of course content. For research observation and control, questionnaires based research methods were used before and after the use of the game in specific classes of the Accounting Science course. The results were demonstrated through graphs for better visualization. Thus, it was possible to conclude that there was a significant difference in the results before and after the application of this teaching method. In addition, students interacted and became cooperatively involved, which proved the effectiveness of the method in motivating and engaging students in the teaching-learning process.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

scholarly journals Comparison of Flipped classroom to traditional classroom lecture in Pharmacology among second year Dental Students

2021 ◽  
Vol 9 (1) ◽  
pp. 31-36
Author(s):  
Vibha Rani
Keyword(s):  
Antiepileptic Drugs ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Learning Experience ◽  
Dental Students ◽  
Traditional Classroom ◽  
Group A ◽  
Second Year ◽  
Power Point ◽  
Group B

Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p < 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Tuba Demirci ◽  
◽  
Sema Okur ◽  
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

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