scholarly journals ASSOCIATION BETWEEN PERCEPTION OF CLINICAL LEARNING ENVIRONMENTS AND LEARNING APPROACH ON CLERKSHIP STUDENTS OF MEDICAL FACULTY

2019 ◽  
Vol 8 (1) ◽  
pp. 25
Author(s):  
Bulan Kakanita Hermasari ◽  
Erinda Kusuma Wardani ◽  
Agus Jati Sunggoro
Keyword(s):  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Medical Faculty ◽  
Cluster Sampling ◽  
Learning Approach ◽  
Learning Approaches ◽  
Clinical Learning ◽  
Clinical Rotations ◽  
Contingency Coefficient

Background: Learning environment is one parameter to evaluate the quality of learning. The learning approach reflects how a student learns in various situations that affect learning. This study aims to know the relationship between the perceptions of the learning environment and the learning approaches in the clerkship students of Medical Faculty.Methods: This research used an analytical observational method with cross-sectional technique. The sample selection technique used cluster sampling. Respondents consisted of 178 students from all clinical rotations. Each respondent was given two questionnaires to assess perceptions of the learning environment and learning approaches. Data were analyzed using contingency coefficient test.Results: Student perceptions of the learning environment show similar results between the number of clinical rotations that have the category of 'good but need improvement' (9 clinical rotations) and the 'many problems' category (9 clinical rotations). Most of the students (84.27%) used the in-depth learning approach, the remaining 10.67% used the strategic approach, and 5.06% used the surface approach. There was relationship between learning environment perception and learning approach with contingency coefficient value C = 0.312, and value p = 0,001 (p <0.05).Conclusion: There is a weak relationship between perception of clinical learning environments and learning approach on clerkship students of the medical faculty, University Sebelas Maret..   

scholarly journals CORRELATION BETWEEN PERCEPTION ON CLINICAL LEARNING ENVIRONMENTS AND CAREER CHOICE ON CLERKSHIP STUDENTS IN FACULTY OF MEDICINE UNIVERSITAS SEBELAS MARET

2019 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Adinda Kharisma Apriliani ◽  
Eti Poncorini Pamungkasari ◽  
Amandha Boy Timor Randita
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Career Choice ◽  
Learning Environments ◽  
Career Choices ◽  
Health Workers ◽  
Observational Research ◽  
Clinical Learning ◽  
Weak Correlation ◽  
Clinical Learning Environment

Background: Needs of health workers, especially general practitioners, relatively high in Indonesia. Career choices among medical students are various, such as general practitioner, specialist, medical researcher, etc. Many factors affect medical students’ career choices, one of them is learning environments. This study aims to prove the correlation between clerkship students’ perceptions of clinical learning environments and their career choices.Methods: This research was an analytical observational research with cross sectional approach. The subjects were clerkship students who underwent clinical rotation. The samples were 178 clerkship students from all departments. They were chosen by probability proportional to size sampling. Every respondent was given career choices questionnaire and PHEEM questionnaire which has analyzed for its validity and reliability with α≥0,6 (α=0,826) and r≥0,30 (r=0,442). The result of this study was analyzed by Chi-square test and followed by Contingency Coefficient with 95% confidence level (α = 0,05). Result: The result showed that students’ perception of clinical learning environment “good but still need improvement” category was nearly the same as “plenty of problems” category. The result on the students’ career choices, most students choose clinical career. There was significant correlation between perception of clinical learning environment and career choices on clerkship students of medical faculty, Sebelas Maret University with p <0,05 (p= 0,018), x2 count (x2=5,625) > x2 table (x2=3,841) and also very weak correlation (C= 0,189).Conclusion: There was very weak correlation between perception of clinical learning environments and career choice on clerkship students. 

Perceptions of Play

2020 ◽  
pp. 1283-1296
Author(s):  
Gemma Lace-Costigan
Keyword(s):  
Epithelial Cell ◽  
Student Perceptions ◽  
Learning Environments ◽  
Cell Types ◽  
Early Years ◽  
Learning Approaches ◽  
Alternative Teaching ◽  
Before And After ◽  
Stem Teaching ◽  
Kinaesthetic Learning

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design.

Constructing a Flexible Distance Learning Environment Through a Socio-Technical Perspective

2014 ◽  
Vol 6 (4) ◽  
pp. 47-66
Author(s):  
Tülay Görü Doğan ◽  
Gülsün Eby
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Theory Building ◽  
Flow Chart ◽  
Learning Approach ◽  
Flexible Learning ◽  
Technical Theory ◽  
Distance Learning Environment

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

scholarly journals Using the CLER Pathways to Excellence to Evaluate the Learning Environments at a Multi-Site Institution

2018 ◽  
Vol 10 (6) ◽  
pp. 683-687
Author(s):  
Maria Aaron ◽  
Philip Shayne ◽  
Erica Brownfield ◽  
Nathan O. Spell ◽  
Jaffar Khan ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Clinical Training ◽  
Clinical Care ◽  
Evaluation Process ◽  
Audience Response ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Supportive Culture ◽  
Effective Supervision

ABSTRACT Background The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review (CLER) program visits 1 participating site per sponsoring institution. While valuable, feedback on that site does not necessarily generalize to all learning environments where trainees and faculty provide clinical care, and institutions may be missing significant insight and feedback on other clinical learning sites. Objective We explored how the Emory Learning Environment Evaluation process—modeled after CLER—could be used to improve the learning environments at 5 major clinical training sites. Methods Participants were recruited via e-mail. Sites hosted separate 60-minute sessions for medical students, residents and fellows, and faculty. We used the CLER Pathways to Excellence to develop a combination of fixed choice and opened-ended questions deployed via an audience response system and verbal queries. Data were analyzed primarily through descriptive statistics and graphs. Results Across sites, per session, medical student participants ranged from 9–16, residents and fellows ranged 21–30, and faculty ranged 15–29. Learners agreed that sites: (1) provided a supportive culture for requesting supervision (students 100%; residents and fellows 70%–100%), and (2) provided a supportive culture for reporting patient safety events (students 94%–100%; residents and fellows 91%–95%). Only a minority of residents and fellows and faculty agreed that they were educated on how to provide effective supervision (residents and fellows 21%–52%; faculty 45%–64%). Conclusions Data from this process have helped standardize improvement efforts across multiple clinical learning environments within our sponsoring institution.

Assessing Nursing Student Perceptions of the Clinical Learning Environment: Refinement and Testing of the SECEE Inventory

2009 ◽  
Vol 17 (3) ◽  
pp. 232-246 ◽  
Author(s):  
Kari Sand-Jecklin
Keyword(s):  
Learning Environment ◽  
Student Perceptions ◽  
Internal Consistency ◽  
Nursing Student ◽  
Student Evaluation ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Student Evaluations ◽  
Clinical Learning ◽  
Clinical Learning Environment

The Student Evaluation of Clinical Education Environment (SECEE) instrument was developed to provide information about the quality of the student clinical learning environment to assist clinical agencies, nursing faculty, and administers in selecting clinical sites that best promote student learning. The SECEE Version 3 was used in all clinical courses at a large mid-Atlantic university from 2001 to 2005. Data from more than 2,700 inventories were analyzed to assess instrument reliability and validity. Internal consistency reliability based on coefficient alpha was .94, with subscale alphas ranging from .82 to .94. Comparisons by analysis of variance revealed significant differences in student evaluations based on both clinical sites and clinical faculty. Confirmatory factor analysis supported the predetermined three factors (subscales) and subscale item content, except for two items. The SECEE Version 3 demonstrated strong internal consistency reliability and the ability to discriminate between student evaluations of distinct clinical sites and faculty and provided practically useful information to both faculty and agency staff.

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Margrét Sigrún Sigurðardóttir ◽  
Thamar Melanie Heijstra
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Male Students ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach

Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

scholarly journals Effects of Flipped Learning Approaches on Students’ Learning Performance in Software Engineering Education

2021 ◽  
Vol 13 (17) ◽  
pp. 9849
Author(s):  
Yen-Ting Lin
Keyword(s):  
Software Engineering ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Performance ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Software Engineering Education ◽  
Diagnosis Approach

Software engineering education plays an important role in keeping students educated with software technologies, processes, and practices that are needed by industries. Nevertheless, the nature of software engineering learning activities in traditional classrooms is limited in scope and time, making it more difficult to achieve a proper balance between theory and practice and address industrial demands. This makes scant provision for assisting students in keeping their software engineering knowledge current. To support software engineering education, flipped learning is a suitable strategy. Prior studies have shown that students’ perceptions in flipped learning environments are better than those in traditional learning environments. Nevertheless, in flipped learning, students may not have sufficient ability to conduct learning out of class. Therefore, the flipped learning strategy should aim to meet the needs of students to ensure that they get the appropriate support or feedback during the learning process before the class. The aim of this study was to propose a flipped learning diagnosis approach to promote students’ learning out of class in the flipped classroom. To explore students’ learning performance in software engineering courses, three classes of students were invited to learn with three different learning approaches (traditional learning approach, flipped learning approach, and flipped learning diagnosis approach). The results showed that the students who learned with the flipped learning diagnosis approach outperformed those students who learned with the flipped learning approach or the traditional learning approach.

scholarly journals Perceptions of Play

2017 ◽  
Vol 7 (3) ◽  
pp. 26-37
Author(s):  
Gemma Lace-Costigan
Keyword(s):  
Epithelial Cell ◽  
Student Perceptions ◽  
Learning Environments ◽  
Cell Types ◽  
Early Years ◽  
Learning Approaches ◽  
Alternative Teaching ◽  
Before And After ◽  
Stem Teaching ◽  
Kinaesthetic Learning

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design.

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