scholarly journals Training Visual Pattern Recognition in Ophthalmology Using a Perceptual and Adaptive Learning Module

2021 ◽  
Author(s):  
Tessnim R. Ahmad ◽  
Davin C. Ashraf ◽  
Philip J. Kellman ◽  
Sally Krasne ◽  
Saras Ramanathan
Keyword(s):  
Optic Nerve ◽  
Response Time ◽  
Adaptive Learning ◽  
Prospective Trial ◽  
Learning Module ◽  
Related Part ◽  
Post Test ◽  
Fourth Year Medical Students ◽  
Classification Tasks ◽  
Didactic Lecture

Abstract Background: To evaluate the efficacy of a perceptual and adaptive learning module (PALM) for teaching the identification of five optic nerve findings.Methods: In this prospective trial at a single academic institution, second- through fourth-year medical students were randomized, by class, to the PALM or a video didactic lecture. The PALM presented the learner with a short classification task consisting of an optic nerve image with all five possible findings. Learner accuracy and response time were used to guide the sequencing of successive classification tasks. Mastery for each finding was defined as three consecutive correct identifications within a target response time of eight seconds. The lecture intervention was a narrated video designed to simulate the related part of a traditional medical school didactic lecture. Accuracy and fluency on a pre-test, post-test, and delayed test (one month after the learning intervention) were compared within and between groups using the t-test. Cohen’s d was used to estimate effect size.Results: Eighty-three students participated. Accuracy and fluency improved significantly (P < 0.001) from pre-test to immediate post-test for both the PALM (accuracy d = 2.94, fluency d = 3.39) and lecture (accuracy d = 2.32, fluency d = 1.06). At the delayed test, PALM performance remained significantly (P < 0.001) greater than the pre-test in both accuracy (d = 0.89) and fluency (d = 1.16), while lecture performance remained greater in accuracy only (d = 0.44, P = 0.02). The PALM induced greater improvements than the lecture in both accuracy and fluency on the immediate post-test and delayed test.Conclusions: The PALM is an effective modality for training identification of common optic nerve findings.

PENGEMBANGAN MODUL PEMBELAJARAN PERANCANGAN SISTEM INFORMASI PADA MATERI PERANCANGAN TERSTRUKTUR BERBASIS TEKNOLOGI KOMPUTER

2019 ◽  
Vol 2 ◽  
Author(s):  
Marlina Marlina
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Learning Method ◽  
Design Development ◽  
Structured Design ◽  
Learning Module ◽  
The People ◽  
Post Test ◽  
Analysis Design ◽  
The University

This research discussed the issue of the development of learning module based computer technology especially a powerpoint. This module is intended to help students receive the material that was delivered by lecturer especially design structured matter which currently learning module media shaped print and the contents of the text are form module so the university students ca not see the material . Based on these problems was built a module learning computer technology with a powerpoint . The reason the manufacture of the module was structured design material with a picture and a symbol of in designing a system so it needs to ease student visualiasi received mater learning. Method of development this module use the model ADDIE (analysis, design, development, implementation and evaluation). Results in this research validated by 2 ( two ) experts namely the people of material said 80% module very reasonable used without revision and media experts said 84% module very reasonable used without revision while results trial by college students by means of pre-test and post-test. The results obtained module very well be used.

scholarly journals The Practicality of Learning Module Based on Jigsaw-Cooperative Learning Model in Media Education Course

2018 ◽  
Author(s):  
Zonny Amanda Putra ◽  
Arwizet K ◽  
Bulkia Rahim ◽  
Rahmat Azis Nabawi
Keyword(s):  
Experimental Research ◽  
Learning Outcome ◽  
Media Education ◽  
Learning Module ◽  
Post Test ◽  
Quasi Experimental ◽  
Survey Results ◽  
Education Model ◽  
Educational Factors ◽  
Selection Of

Educational factors that are less appropriate in the delivery of materials and the selection of instructional media causes lesson objectives are perfectly acceptable by students. The educational factors here are defined as the facilities needed in the learning process such as learning media used by lecturers. Based on the problems and goals to be achieved, this type of research is a quasi-experimental research (quasi experiment). Quasi experimental research is a research method used to look for certain influences against others in controlled conditions. In general, the approaches taken in this research were investigative and survey. Results test practicality module Theory of Media Education model of cooperative type of jigsaw according to the lecturer was 97,50%, so it can be concluded the module fell into the category of "Very Practical". Students responded positively to the use of Jigsaw Education Model in the implementation of learning withaverage response of 83.65% belonged to very practicalcategory. Of the thirteen statement items in the questionnaire, all statements were answered very practically by the students. This further strengthened the average of all the items by 83.65%. There was an increase in learning outcome on pretest to post-test of 31.82%.

scholarly journals Efficacy of flipped classroom method in teaching-learning physiology

2021 ◽  
Vol 65 ◽  
pp. 204-209
Author(s):  
Kshitija Umesh Patkar ◽  
Umesh Suresh Patkar ◽  
Vrunda Subhash Kolte
Keyword(s):  
Problem Solving ◽  
Test Score ◽  
Flipped Classroom ◽  
Renal Physiology ◽  
Problem Solving Skills ◽  
Post Test ◽  
Group A ◽  
Didactic Lecture ◽  
Group B ◽  
Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

scholarly journals Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study

2021 ◽  
Vol 12 (12) ◽  
pp. 44-49
Author(s):  
Appandraj S ◽  
Sivagamasundari V ◽  
Varatharajan Sakthivadivel
Keyword(s):  
Observational Study ◽  
Test Score ◽  
Prospective Observational Study ◽  
Coronary Syndrome ◽  
Post Test ◽  
Jigsaw Method ◽  
The Mean ◽  
The Difference ◽  
Didactic Lecture ◽  
Teaching Learning

Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students using the Jigsaw learning method in Internal Medicine. Materials and Methods: A prospective observational study was conducted with 100 students. The acute coronary syndrome was taken for 1 h as a didactic lecture, and a pre-test was conducted. The students were divided into five groups and were put for the intervention “Jigsaw.” The pre- and post-test were conducted, and feedback was collected from the students. Paired t-test was used to perform analysis of pre- and post-test. Feedback evaluation was done by a 5-point Liker scale. P<0.05 was considered statistically significant, and the data were analyzed using CoGuide software. Results: The mean pre-test score was 8.44 ± 2.33 ranged (3–14) and the mean post-test score was 11.03 ± 2.07 (ranged 6–15). The difference of 2.39 (95% CI: 2.19–2.59) increase in marks post-test after the Jigsaw method was statistically significant (P<0.001). The satisfaction level was 50–55% on the Likert scale based on the questionnaire given. There was a significant improvement in the post-test scores of the students after Jigsaw. Conclusion: The Jigsaw method improved knowledge in the short-term by engaging students in group work and motivation to learn. Overall response based on the questionnaire about the Jigsaw method was positive.

EFFECTIVENESS OF TEACHING METHODS IN ENHANCING THE KNOWLEDGE REGARDING REPRODUCTIVE HEALTH OF EARLY MARRIED WOMEN OF SLUM

2021 ◽  
pp. 55-57
Author(s):  
Priyanka Tripathi ◽  
Neetu Singh
Keyword(s):  
Reproductive Health ◽  
Teaching Methods ◽  
Married Women ◽  
Health It ◽  
Interview Schedule ◽  
Test Study ◽  
Post Test ◽  
Baseline Knowledge ◽  
Didactic Lecture ◽  
Child Brides

Background: The incidences of child marriage are more associated with the socio economical factors. Though it is more prevalent in rural area but the migrants are coming from the villages to the cities and tend to live in the slums which are cheaper, lack basic amenities, unhygienic and prone to numerous ill health. Child brides face serious reproductive health outcomes due to low knowledge of reproductive matter. Hence, by providing the information regarding menstruation, family planning and RTI/ STI and reproductive right the risks of reproductive health may be reduced. Objective: To know the effectiveness of the teaching methods to improve the knowledge of reproductive health. Material And Method: Longitudinal, non-experimental pre and post test study was conducted among 115 young women of slum who were married before 18 years. Purposive random sampling was applied to select the study subjects. Interview schedule was used to collect the data for the study. The information of reproductive health was provided by didactic lecture, participatory and individual methods. Paired 't' test was used to evaluate the effectiveness of the teaching methods. The overall baseline knowledge regarding reproductive health Result: of the participants was encreased by the intervention. It was observed that there is a signicant value change (p=<0.001) in knowledge of reproductive health. It can be Conclusion: concluded that the if the scientic information will be provided to the women it will enhance the knowledge as well as the healthy practices of reproductive health of women.

NEJM Knowledge+ Pain Management and Opioids — A New Adaptive Learning Module

2019 ◽  
Vol 380 (16) ◽  
pp. 1576-1577 ◽  
Author(s):  
Ole-Petter R. Hamnvik ◽  
Daniel P. Alford ◽  
Catherine T. Ryan ◽  
Ilana T. Hardesty ◽  
Jeffrey M. Drazen
Keyword(s):  
Pain Management ◽  
Adaptive Learning ◽  
Learning Module

scholarly journals The Development of Learning Module of Educational Administration and Educational Institute for Students in Master of Education Degree in Thailand

2020 ◽  
Vol 10 (3) ◽  
pp. 19
Author(s):  
Chalard Chantarasombat ◽  
Wichian Rooyuenyong
Keyword(s):  
Educational Administration ◽  
Knowledge Creation ◽  
Basic Knowledge ◽  
Learning Achievement ◽  
Learning Module ◽  
School Based ◽  
Educational Institute ◽  
Post Test ◽  
Education Degree ◽  
Master Of Education

The knowledge creation for the efficiency, quality, and the effectiveness, learning achievement and through learning module the developed learning of Educational Administration and Educational Institute for students. However, knowledge creation also be used to learning module of school-based supervision for students? This paper describes the application of basic knowledge creation on module of “Educational Administration and Educational Institute for students,” in master of Education degree in Thailand. Changing demographics are the threatening the ability of degree students studying master degree program in educational administration, Northeastern University, to sustain their viability as traditional methods of passing knowledge creation from generation to next are circumvented by the movement of young. Knowledge creation as a way developed learning module of school-based supervision for students were: 1) the efficiency of action process in developing Learning Module was 84.61, the efficiency of knowledge was 83.00 which was higher than the specified criterion 80/80, 2) the quality of the developed Learning Module evaluated by the experts, in overall, was at “The Highest” level. Considering each aspect, the level of propriety, congruency, feasibility, and utility aspects, was also at “The Highest” level, 3) the effectiveness index in learning management of students learning through Learning Module was 0.6569 out of full score of 1.00 or the students had an increased knowledge of 65.69%, 4) as for learning achievement of students learning through Learning Module at the post-test scores were significantly higher than the pretest at .05, 5) regarding students learning through Learning Module there were no significant differences between post-test learning achievement and the 2 weeks post-test learning achievement scores. It was indicated that the students learning through Learning Module of “Educational Administration and Educational Institute for students”, attained learning retention, and 6) the students had their satisfaction on learning through Learning Module in overall, at “The Highest” level.

scholarly journals An Adaptive Learning System based on Knowledge Level for English Learning

2018 ◽  
Vol 13 (12) ◽  
pp. 191 ◽  
Author(s):  
Sfenrianto Sfenrianto ◽  
Yustinus B. Hartarto ◽  
Habibullah Akbar ◽  
Mukhneri Mukhtar ◽  
Efriadi Efriadi ◽  
...  
Keyword(s):  
English Language Learners ◽  
Adaptive Learning ◽  
English Language ◽  
Learning System ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Knowledge Level ◽  
Proficiency Level ◽  
Post Test ◽  
Adaptive Learning Systems

Traditional learning approaches in teaching English assume that learners have same background, ability, and requirements. In this study, we propose an adaptive learning systems-knowledge level (ALS-KL) is a learning system that can personalize materials due to proficiency level of English language learners. A pre-test is given to measure the proficiency level of learners. The level is divided into elementary, intermediate and advanced. The ALS-KL provides the most suitable materials according to the needs of the learners. We applied the proposed system on 90 learners with different English proficiency level. The effectiveness of the system was evaluated using post-test. The results of the post-test showed that the proposed system was able to improve learners with intermediate-level and advanced level 1.5 times and 4 times respectively while reducing the number of learners with elementary-level by more than 50%. These indicate the effectiveness of the proposed system.

Cultural competency training for health care providers in an urban cancer institute and impact on breast care.

2013 ◽  
Vol 31 (15_suppl) ◽  
pp. 6561-6561
Author(s):  
Erica H. Williams ◽  
Earlene Whitaker ◽  
Barbara Zickafoose ◽  
Mihriye Mete ◽  
Sandra M. Swain
Keyword(s):  
Breast Cancer ◽  
Cultural Competency ◽  
Test Scores ◽  
Cancer Disparities ◽  
Care Providers ◽  
Learning Module ◽  
Post Test ◽  
Breast Cancer Disparities ◽  
Lost To Follow Up

6561 Background: The purpose was to improve the cultural competence of healthcare providers at an urban cancer institute and to assess its impact on breast screening and diagnostic benchmarks. Methods: A web-based learning module was developed to address breast cancer disparities in African American women, identifying common barriers to care and highlighting functions of patient-provider education. The module, a pre-and post-test were administered to providers including physicians, nurses, non-clinical employees, diagnostic technicians and medical office assistants (MOA) of MedStar’s Washington Cancer Institute (WCI) and Breast Imaging Center (BIC). Cultural competency discussions began with providers in BIC in April 2011. The module was available to BIC providers in October 2011 and to WCI providers in December 2011. To increase the cancer knowledge-base, a breast education class was offered to 40 MOAs. Statistical analysis was conducted using SAS v.9.1. Results: October 2011-March 2012, 133 providers were offered the module. Seven providers helped create the module, were removed from analyses. Of the 126, 29 did not complete all parts or complete in proper order and were not used in analyses. Overall, providers (n=97) demonstrated an increase in average pre/post test scores (119 vs. 123; P<.01). All providers, except diagnostic technicians, increased cultural competency scores post module. Physician’s average pre/post test scores showed the greatest increase with 11 points (P<.01). From Nov 2011- April 2012, BIC experienced a 59% decrease in number of patients lost to follow up after a screening mammogram, a 11% decrease in lost to follow up for diagnostic patients as well as a decrease of 1 days in average number of days patients return for diagnostic imaging after a mammogram. There was a 32% increase in employee satisfaction within in BIC. Conclusions: This suggests that our learning module had a positive impact on patient-provider communication. The decrease in screening and diagnostic lost to follow up rates illustrates the learning module’s potential for staff motivation in reducing breast cancer disparities. Supported by Susan G. Komen for the Cure NR-11-33340.

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