scholarly journals Vision of Teaching in Ensuring Continuity of Clinical Teaching in Medical Training Post COVID-19 and Beyond

2021 ◽  
Vol 13 (1) ◽  
pp. 93-96
Author(s):  
Muhammad Hafiz Hanafi
Keyword(s):  
Teaching And Learning ◽  
Clinical Teaching ◽  
Medical Training ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Clinical Process ◽  
Postgraduate Medical Training ◽  
Training Post

This article briefly addresses some teaching and learning approaches for medical and postgraduate medical training in Malaysia. The teaching approaches primarily used in clinical process include pedagogy, andragogy, heutagogy, peeragogy and cybergogy. The higher the standard of education, the more sophisticated the approach used for learning. Combining and assimilating the different strategies is the only way to meet optimal training objectives in a post-COVID-19 era.

scholarly journals The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

2021 ◽  
Author(s):  
Jenny Moffett ◽  
Jennifer Hammond ◽  
Paul Murphy ◽  
Teresa Pawlikowska
Keyword(s):  
Scoping Review ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Social Research ◽  
Health Professions ◽  
Evidence Base ◽  
Health Professions Education ◽  
Learning Approaches ◽  
Related Factors ◽  
Case Presentations

AbstractAlthough the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions’ education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: “Learners’ interactions with uncertainty”; “Factors that influence learner experiences”; “Educational outcomes”; and, “Teaching and learning approaches”. Our findings highlight that uncertainty is a ubiquitous concern in health professions’ education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.

scholarly journals An Innovative Learning Model in Digital Age: Flipped Classroom

2017 ◽  
Vol 5 (11) ◽  
pp. 189 ◽  
Author(s):  
Mustafa Çevikbaş ◽  
Ziya Argün
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
Digital Revolution ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Different Characteristics

The study aimed to emphasize that digital revolution has crucial influences on the field of education as in many other fields. The relevant influences have led to radical changes in terms of teaching and learning approaches approved in the field of education. The students in our age have quite different characteristics when compared to the past, and their expectations have been shaped accordingly. Hence, it is quite difficult to draw interest and curiosity of the students today to learning activities through the traditional teaching approaches. Moreover, it is not easy to overcome some problems regarding teaching and learning by obsolete approaches. In this regard, the educators today show highly much interest in the innovative teaching approaches that address the needs of this age. One of those approaches is flipped classroom model. In this study, the conceptual and historical foundations of the flipped classroom model as being one of the popular instructional models in recent years, theoretical background of the model, and the advantages and disadvantages of the model in teaching processes were highlighted. Furthermore, interpretations concerning what kind of a role flipped classroom model would play to get over some problems in the field of education were included.

scholarly journals The effect of an online active learning-based course on approaches to teaching

2021 ◽  
Author(s):  
Mansurbek Kushnazarov ◽  
Crystal Jing Luo ◽  
Nicole Kwan Yee Lai
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Quality ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Case Based Learning

The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.

The implication of multicultural education on students' learning approaches in biosciences and pharmacy courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zhi Xiang Ng ◽  
Phaik Har Yong
Keyword(s):  
Multicultural Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Personal Factors ◽  
Teaching Approaches ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type

PurposeThe globalisation of higher education has created new challenges for educators to remain dynamic in teaching science undergraduates with diverse cultural backgrounds. The current study explores this challenge by evaluating the different personal factors among biosciences and pharmacy undergraduates that affect their learning approaches as well as to identify course-specific teaching approaches in order to determine their impacts on students' learning.Design/methodology/approachA cross-sectional survey design based on study process questionnaire (SPQ), and approaches and study skills inventory for students (ASSIST) was utilised to collect quantitative data from 129 biosciences and pharmacy undergraduates.FindingsBiosciences undergraduates adopted deep and achieving learning approaches as they progressed through the curriculum, whilst surface learners dominated the pharmacy course. Ethnicity was shown to affect the learning approaches among the undergraduates. Although male undergraduates from both courses were more competitive than the female, elder female undergraduates tend to adopt deep learning approach. Pre-university qualifications did not significantly influence the undergraduate's learning approach. The contrasting finding on the preferred teaching approaches between biosciences and pharmacy undergraduates has highlighted the importance of providing tailored teaching and learning strategies to cater different students' learning needs.Originality/valueThis study has demonstrated the combinational use of SPQ and ASSIST instruments to compare undergraduate's learning approaches with preferred teaching approaches. The current finding could support the development of teaching and learning practice among the biosciences and pharmacy undergraduates with multicultural background.

Approaches for teaching, learning and doing research as deduced from the Qur’an and Sunnah

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Basil AS ◽  
Sulaiman B
Keyword(s):  
Medical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Phase ◽  
Learning Approaches ◽  
Good Teaching ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Teaching Learning ◽  
The Ideal

Approaches to teaching and learning keep on changing continuously as evidenced in the development of sub-disciplines dealing with education within the discipline, for example, medical education. This paper brings in another perspective in the search for the ideal teaching and learning approaches. Starting from the Qur’an and the Sunnah, this paper identifies about 20 different aspects of teaching and learning found in these two Islamic sources. These aspects could be grouped into four categories: pre-learning phase and setting the context; personality qualities needed for good teaching and learning relationship; teaching approaches; and lastly, approaches for enhancing the learning process. The paper demonstrates the great potential of the Qur’an and Sunnah for informing on the effective ways for teaching and learning.

scholarly journals The Importance of Theory to Inform Practice – Theorizing the Current Trends of Clinical Teaching: A Narrative Review

2020 ◽  
Author(s):  
Ahmad AbdulAzeem Abdullah Omer
Keyword(s):  
Identity Formation ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Learning Theories ◽  
Learning Approaches ◽  
Clinical Expertise ◽  
Clinical Environment ◽  
Clinical Context ◽  
Healthcare Provision

Clinical teaching lies at the heart of physicians’ training; however, it is often opportunistic, haphazard, and lacks a theoretical foundation. Medical education is a profession that requires robust scientific methods and an evidence-based approach driven by accountability and patient safety concerns in the healthcare provision nowadays. Learning theories are increasingly applied in the realm of medicine with implications to the quality of teaching and learning in the clinical environment and the professional growth of medical graduates. These theories elucidate the basic tenets ambient to the intricate process of learning and answer some basic questions of how people learn. Educational theories provide a myriad of benefits to the teaching and learning approaches in the clinical environment. It arms teachers with a repertoire of educational tools and sets out principles to justify their use and predict the conditions under which they may likely work. It enables clinicians to design their teaching based on well-developed objectives and robust methods for their evaluation. As such, learners’ capacity to achieve clinical competence is enhanced and their identity formation and other essential attributes of clinical expertise are potentiated. However, it has been reported that learning theories are neither well-articulated in clinical teaching nor educators and clinicians are formally trained on their application in the clinical context. Continuous professional development and faculty training about learning theories are essential to lift their capability to teach effectively in the clinical environment. This article revisited the main learning theories and discusses their application to enhance teaching and learning in the clinical context.  Key words: clinical teaching, educational perspectives, learning theories

scholarly journals A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape

Curationis ◽  
2011 ◽  
Vol 34 (1) ◽  
Author(s):  
Loretta Z. Le Roux ◽  
Thembisile D. Khanyile
Keyword(s):  
Clinical Reasoning ◽  
Teaching And Learning ◽  
Real Life ◽  
First Year ◽  
Correlation Technique ◽  
Learning Approaches ◽  
Western Cape ◽  
Teaching Approaches ◽  
The University ◽  
Case Based

The purpose of the study was to compare the extent to which the different teaching approaches applied in the Baccalaureus Curationis programme adequately prepare graduating learners for professional competence. The research methodology was a quantitative approach, based on descriptive research, with a clinical competence development model to guide the data collection procedure. The target population of the study included a sample of 250 learners in the four-year B.Cur programme, that extended from first-to-fourth-year. Stratified random sampling was applied to select the sample learners for this research and data were collected by means of a five-point Likert scale questionnaire. Data were organised and managed using the SAS statistical software package. Descriptive statistics were gathered with measures of central tendency and dispersion included, and their findings were illustrated on descriptive tables. A correlation technique was applied to determine the effects of the independent variable on the dependent variable.The results of the study indicated that progression in competence did not occur as learners progressed through higher levels of their training, except during the third-year of study. However, the study’s results confirmed the strengths of the Case-based clinical reasoning approach to teaching and learning. This approach is able to combine the strengths of the traditional methods, which dealt with large class sizes and that had a focus on learner centred learning, with a focus on clinical practice. This approach provides realistic opportunities for learners to experiment with solutions to dilemmas encountered in real life situations, from the protected and safe environment of the classroom. The first-year learners who were observed in this study, who although novices, were exposed to Case-based teaching approaches and showed more self-perceived competence than learners in later years. This occurred in spite of the limited exposure of the first-year learners to real life clinical situations. The outcome of this study recommends that more studies are conducted, in the School of Nursing at the University of the Western Cape (UWC), to explore teaching and learning approaches that fully maximise the clinical and theoretical competencies of the learners. The outcome further recommends that learner-centred teaching approaches, such as Case-based method, are applied to all year levels of study in the B.Cur programme, due to its proven value when it was applied to first-year learners. The Case-based clinical reasoning approach to learning, that has been implemented at the school, promotes competence and self confidence in learners and has enhanced their sense of responsibility to be actively involved in their own learning.

scholarly journals Implicit gender-career bias in postgraduate medical training still exists, mainly in residents and in females

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Maud Kramer ◽  
Ide C. Heyligers ◽  
Karen D. Könings
Keyword(s):  
Gender Bias ◽  
Medical Training ◽  
Leadership Positions ◽  
Medical Field ◽  
Online Questionnaire ◽  
Surgical Specialty ◽  
Postgraduate Medical Training ◽  
Career Ambition ◽  
The Mean ◽  
Attending Physicians

Abstract Background More and more female residents enter postgraduate medical training (PGMT). Meanwhile, women are still underrepresented in academic medicine, in leadership positions and in most surgical specialties. This suggests that female residents’ career development may still be negatively impacted by subtle, often unconscious stereotype associations regarding gender and career-ambition, called implicit gender-career bias. This study explored the existence and strength of implicit gender-career bias in doctors who currently work in PGMT, i.e. in attending physicians who act as clinical trainers and in their residents. Methods We tested implicit gender-career bias in doctors working in PGMT by means of an online questionnaire and an online Implicit Association Test (IAT). We used standard IAT analysis to calculate participants’ IAT D scores, which indicate the direction and strength of bias. Linear regression analyses were used to test whether the strength of bias was related to gender, position (resident or clinical trainer) or specialty (non-surgical or surgical specialty). Results The mean IAT D score among 403 participants significantly differed from zero (D-score = 0.36 (SD = 0.39), indicating bias associating male with career and female with family. Stronger gender-career bias was found in women (βfemale =0 .11; CI 0.02; 0.19; p = 0.01) and in residents (βresident 0.12; CI 0.01; 0.23; p = 0.03). Conclusions This study may provide a solid basis for explicitly addressing implicit gender-career bias in PGMT. The general understanding in the medical field is that gender bias is strongest among male doctors’ in male-dominated surgical specialties. Contrary to this view, this study demonstrated that the strongest bias is held by females themselves and by residents, independently of their specialty. Apparently, the influx of female doctors in the medical field has not yet reduced implicit gender-career bias in the next generation of doctors, i.e. in today’s residents, and in females.

scholarly journals Dental Education Challenges during the COVID-19 Pandemic Period in Italy: Undergraduate Student Feedback, Future Perspectives, and the Needs of Teaching Strategies for Professional Development

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 454
Author(s):  
Giuseppe Varvara ◽  
Sara Bernardi ◽  
Serena Bianchi ◽  
Bruna Sinjari ◽  
Maurizio Piattelli
Keyword(s):  
Undergraduate Student ◽  
Teaching And Learning ◽  
Dental Education ◽  
Student Feedback ◽  
Categorical Variables ◽  
Practical Training ◽  
Learning Approaches ◽  
New Methods ◽  
E Learning

The COVID-19 pandemic literally stopped most human movement and activities as it initially spread, which included dental practices and dental education. This defined the need for significative changes in teaching and learning with the use of “e-learning” methods, also for traineeships. This study was designed to determine the undergraduate student perception of these new methods as part of their education. This involved 353 students attending the Dental School of the G. D’Annunzio University of Chieti–Pescara, from the first to the sixth years. A questionnaire in Italian and was set-up using “Google Forms” and sent by email to the students. The questionnaire was divided into three parts: the first part included questions for general information, including age, sex and year of course; the second part had multiple choice questions related to their evaluation of the e-learning teaching, using a scale of opinion in the replies to each question (e.g., “scarce”, “fair”, “satisfying”, “very good” and “excellent”); and the third part included two open questions to indicate the strengths and limitations of these new teaching and learning approaches. The categorical variables in the first and second parts of the questionnaire were evaluated using Chi squared tests, setting significance at p < 0.05, while the comments were evaluated qualitatively. The student feedback showed significant appreciation (p < 0.05) of the new methods and the efforts that the lecturers put in to provide lectures of as high a quality as possible. However, a lack of practical training was significantly perceived as an important problem in the structure of their new curriculum (p < 0.05). COVID-19 has been an epic tragedy that has hit the human population not only in terms of health and healthcare, but also quality of life. This includes the quality of dental education within universities. However, the pandemic can be seen to also represent motivation to invest in the necessary technological innovation to deliver the best possible education to our future dentists.

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