Evaluation of teachers training workshop at Kirkpatrick level 1 using retro–pre questionnaire

Bioethics helps define the values and guidelines governing decision making in health profession practice. Teaching ethics to medical students demand teachers trained in bioethics. With this aim, “Teachers Training Workshop on Bioethics” was arranged with the objective to get feedback from the participants on effectiveness of bioethics teaching. Twelve faculty members participated in four days Teachers Training Workshop on Bioethics during Dec 27-30, 2016, at Patan Academy of Health Sciences, Nepal. Sixteen thematic topics were chosen from UNESCO Bioethics Core Curriculum. There were four rounds of presentations, and each round had four topics. Small group discussions, presentations and case scenarios were main methods used in the training. Written feedback was taken on semi-structured questionnaire with items- four closed ended and three open ended. Descriptive analysis was done. The level of confidence of the participants after participation in training workshop enhanced for teaching Bioethics, taking ethical decision and resolving ethical dilemma. As per participants open ended responses, “Active participation of the participants” and “Interactive sessions” were good points whereas “More references required, not only of UNESCO curriculum” was the area for improvement. The training enhanced overall confidence level of the participants.

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Perception of the Faculty Participants Participated in First Teachers’ Training Workshop Conducted at Universal College of Medical Sciences Bhairahawa Nepal

Biomedical Journal of Scientific & Technical Research ◽

10.26717/bjstr.2019.21.003587 ◽

2019 ◽

Vol 21 (2) ◽

Author(s):

Piryani Rano Mal

Keyword(s):

Training Workshop ◽

Medical Sciences ◽

Teachers Training

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Design of a teachers’ training workshop for improving technology integration skills

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.6513 ◽

2017 ◽

Author(s):

Madhuri Mavinkurve ◽

Mahesh Patil

Keyword(s):

Learning Strategies ◽

Circuit Simulation ◽

Peer Instruction ◽

Training Workshop ◽

Undergraduate Level ◽

Circuit Simulator ◽

Second Year ◽

Applied Education ◽

Teachers Training ◽

The Impact

Educationists and researchers recommend integration of simulations in classrooms to promote student-centric constructivist learning. The simulations need to be carefully designed toward improvement ofconceptual understanding of students. In this paper, we report on a training workshop for teachers with the specific goal of imparting simulation integration skills for classroom teaching. In the workshop, we used SEQUEL, a freely downloadable circuit simulator, and focused on electronic circuits taught typically at the second-year undergraduate level. We applied education technology principles as well as constructivist alignment methods to design the workshop. In particular, collaborative learning strategies such as think-pair-share and peer instruction were covered specifically for the intended simulation integration. Furthermore, application of the flippedclassroom model in the context of circuit simulation was explained to the participants. We report on the workshop design in detail and report the impact of the training workshop on integration skills of the teachers. We found that teachers (N=15) perceived the workshop to be usefulin designing their aligned lesson plans. Teachers also reported their field study in which they found improved motivation of students to solve electronics circuit problems.

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Inquiry survey regarding awareness of the faculty members about curriculum

Journal of Chitwan Medical College ◽

10.3126/jcmc.v8i2.23725 ◽

2018 ◽

Vol 8 (2) ◽

pp. 1-5

Author(s):

Rano Mal Piryani ◽

Suneel Piryani ◽

Gopendra Prasad Deo

Keyword(s):

Health Professionals ◽

Faculty Members ◽

Research Center ◽

Training Workshop ◽

Medical College ◽

Teachers Training ◽

Medical Colleges

Introduction: The main objectives of this inquiry survey were to get information from the participants of 4th, 5th & 6th teachers training workshop about the types of curriculum implemented in medical colleges in Nepal and whether they possess the copy of curriculum and study it. Methods: Inquiry survey regarding awareness of the faculty members about curriculum was done during 4th, 5th & 6th teachers training workshop held in February 27–March 3, 2016, September 5–10, 2016, and March 25- 30, 2017 respectively at Health Professionals’ Education and Research Center, Chitwan Medical College, Bharatpur, Nepal. Questionnaire was developed and piloted in 3rd teachers training workshop held in July 26–31, 2015 and subsequently used in 4th,5th & 6th workshop for inquiry survey. Results: Around 20% participants didn’t respond to question 1 (What types of curriculum is being implemented in medical colleges in Nepal?) and 2 (whether they possess the copy of curriculum and study it?), while around 11% and 18% had no idea on question 1 & 2 respectively. Response of around 20% participants on question 1 & 2 was acceptable while response of around 48% and 42% participants on question 1 & 2 respectively was vague. Two of 45 participants possessed the copy of curriculum while seven of 43 participants seen the curriculum. All participants agreed to have copy of curriculum and understand it. Conclusion: Majority of the participants didn’t aware of the curriculum, so authors recommended to management to provide copy of curriculum to faculty members and students too.

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Second Teachers’ Training Workshop: Feedback of the Participant Faculty Members

Journal of Universal College of Medical Sciences ◽

10.3126/jucms.v9i02.42022 ◽

2021 ◽

Vol 9 (02) ◽

pp. 89-93

Author(s):

Rano Mal Piryani ◽

Suneel Piryani ◽

Narayan Gautam

Keyword(s):

Group Work ◽

Faculty Members ◽

Development Programs ◽

Training Workshop ◽

Medical Sciences ◽

Teaching Learning ◽

Almost All ◽

Teachers Training ◽

And Training ◽

Structured Questionnaire

INTRODUCTION: Teachers training is amongst the faculty development programs that facilitates in acquiring, and updating educational skills, thereby improving teaching learning practices. Universal College of Medical Sciences (UCMS) Bhairahawa, Nepal organized second teachers training workshop in September 8-13, 2019. The objective of this study was to seek the immediate reaction of the participant faculty members and assess it MATERIAL AND METHODS: The valid semi-structured questionnaire was used for taking feedback of the participants. The questionnaire was composed of four parts: A) demographic information, B) overall feedback on training workshop, C) feedback on specific group of sessions and D) Feedback regarding strengths, area for improvement, immediate impact and application in practice. Data was analyzed using SPSS version 21. RESULTS: The participants rated training on scale 1-10 (1=poor, 10=excellent) regarding its usefulness (7.88±1.58), content (7.44±1.55), relevance of session & content (7.69±1.49), facilitation (7.25± 1.69) and training as overall (7.94± 1.44). The rating was notable. The rating on Likert scale 1-4 (1= not important, 4= extremely important) for “sessions on curriculum” (3.38±0.50), “sessions on teaching/learning methods” (3.25±0.68), “sessions on PBL” (3.06±0.68), “sessions on microteaching” (3.56±0.51) and sessions on assessment (3.19±0.75) was also remarkable. All participants strongly agreed (4.00±0.0), training has transformed them as better educator. The participants shared adequate content delivered systematically, group work exercises were best resources, and resource persons were friendly and competent, and suggested to reduce time of training and include more group work. Almost all participants except one perceived training has enormous impact on them academically, professionally and personally and all committed what’s learnt/acquired will apply in practice. CONCLUSION: Overall, reaction of the participants was constructive and they acknowledged the importance of training and agreed training has transformed them as better educators. Almost all participants perceived training has immense impact on them academically and they committed what’s learnt will apply in practice.

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Ultrastructural study on the development of rat amygdaloid body

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100159709 ◽

1990 ◽

Vol 48 (3) ◽

pp. 432-433

Author(s):

A. Manolova ◽

S. Manolov

Keyword(s):

Nerve Cells ◽

Amygdaloid Complex ◽

Amygdaloid Body ◽

Thin Ring ◽

Morphological Criteria ◽

Neural Processes ◽

Abundant Cytoplasm ◽

Level 1 ◽

Few Data ◽

Oval Shape

Relatively few data on the development of the amygdaloid complex are available only at the light microscopic level (1-3). The existence of just general morphological criteria requires the performance of other investigations in particular ultrastructural in order to obtain new and more detailed information about the changes in the amygdaloid complex during development.The prenatal and postnatal development of rat amygdaloid complex beginning from the 12th embrionic day (ED) till the 33rd postnatal day (PD) has been studied. During the early stages of neurogenesis (12ED), the nerve cells were observed to be closely packed, small-sized, with oval shape. A thin ring of cytoplasm surrounded their large nuclei, their nucleoli being very active with various size and form (Fig.1). Some cells possessed more abundant cytoplasm. The perikarya were extremely rich in free ribosomes. Single sacs of the rough endoplasmic reticulum and mitochondria were observed among them. The mitochondria were with light matrix and possessed few cristae. Neural processes were viewed to sprout from some nerve cells (Fig.2). Later the nuclei were still comparatively large and with various shape.

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