METODE PEMBELAJARAN DALAM KETRAMPILAN DOKUMENTASI PARTOGRAF DALAM ASUHAN KEBIDANAN PADA PERSALINAN  : LITERATURE REVIEW

ABSTRACT Partograph is normal delivery and monitoring tools as well as clinical decision-making tool, because with the partograf the normal delivery will not be evaluated. Partograf documenting skills are competencies that must be owned by students who will become midwives in providing midwifery care during labor. In the implementation of learning, there are various methods that can be used for the Student Center Learning (SCL) either in class, laboratories and clinics. The purpose of this literature review was also to examine the extent of care documentation on labor topics, especially teaching methods to improve students' ability to do the documentation has been investigated. Methods This study is a systematic review. The results of this literature review showed an influence on the teaching methods of documentation skills of midwifery care during labor. The learning method used in the study include the case study method, demonstrations, multimedia, case based learning, simulations, exercises, small group discussions, study guides jobsheet, peer tutoring and cooperative STAD type. Each of these learning methods have advantages and disadvantages. There is no method of learning the best, but we recommend the use of the method in learning adapted to the purpose of learning to be achieved in order to be more effective and have significant results.Key Word : Learning methods, documentation, partograf. Abstrak Partograf adalah alat pemantauan persalinan normal dan juga sebagai alat pengambilan keputusan klinis, karena dengan adanya partograf maka persalinan yang tidak normal akan dapat dievaluasi. Ketrampilan mendokumentasikan partograf merupakan kompetensi yang harus dimiliki oleh mahasiswa yang nantinya akan menjadi bidan dalam memberikan asuhan kebidanan pada persalinan. Dalam pelaksanaan pembelajaran terdapat beragam metode pembelajaran yang dapat digunakan untuk Student Center Learning (SCL) baik dikelas, laboratorium maupun klinik. Tujuan literature review ini juga untuk melihat sejauhmana topik dokumentasi asuhan pada persalinan khususnya metode pembelajaran untuk meningkatkan ketrampilan mahasiswa dalam melakukan dokumentasi telah diteliti. Metode Penelitian ini merupakan systematic review. Hasil literature review ini menunjukkan terjadi pengaruh metode pembelajaran terhadap ketrampilan dokumentasi asuhan kebidanan pada persalinan. Metode pembelajaran yang digunakan dalam penelitian antara lain metode studi kasus, demonstrasi, multimedia, case based learning, simulasi, latihan, small group discussion, penuntun belajar jobsheet, peer tutoring serta kooperatif type STAD. Masing-masing metode pembelajaran memiliki kelebihan dan kekurangan. Tidak ada metode pembelajaran yang terbaik, tetapi sebaiknya penggunaan metode dalam pembelajaran disesuaikan dengan tujuan dari pembelajaran yang akan dicapai agar lebih efektif dan memiliki hasil signifikan. Kata Kunci : Metode pembelajaran, dokumentasi, partograf

Download Full-text

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

Journal of Clinical and Health Sciences ◽

10.24191/jchs.v1i1.5849 ◽

2016 ◽

Vol 1 (1) ◽

pp. 16

Author(s):

Renu Agarwal ◽

Nafeeza Mohd Ismail

Keyword(s):

Small Group ◽

Teaching Methods ◽

Practice Teaching ◽

Case Based Learning ◽

Group Sessions ◽

Computer Aided Learning ◽

Self Learning ◽

Self Administered Questionnaire ◽

Future Practice ◽

Case Based

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a subject, its usefulness in future practice, teaching methods currently used, and their patterns of learning and preparing for exams. Methods: A structured, self-administered questionnaire was distributed to second year medical students. Results: Of the 125 students who participated, 22.73 % considered pharmacology more important than any other subject. The students found small group sessions most interesting followed by directed self-learning, computer aided learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small group and directed-self-learning sessions respectively. Up to 40 % of the students felt that pharmacology teaching must be through case-based discussions and 20 % requested for more practical sessions. Conclusions: It appears that majority of students entering the medical schools has little prior knowledge of pharmacology. While going through the preclinical years they understood the importance of pharmacology and its application in future practice, however, they tend to develop interest in one or other topics. Students prefer to have a greater number of small group sessions as they feel that these sessions are most useful for learning. Majority of the students tend to use both the textbooks and lecture notes and study regularly for better performance in examinations. The students also preferred to have more case-based learning sessions incorporated into the small group sessions.

Download Full-text

Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)

BMC Medical Education ◽

10.1186/s12909-021-02638-3 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Annette Burgess ◽

Elie Matar ◽

Chris Roberts ◽

Inam Haq ◽

Lucy Wynter ◽

...

Keyword(s):

Small Group ◽

Clinical Reasoning ◽

Teaching Methods ◽

Medical Curriculum ◽

Group Learning ◽

Small Group Learning ◽

Team Based Learning ◽

Case Based Learning ◽

Clinical Reasoning Skills ◽

Case Based

Abstract Background Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. However, there are also variances between the two teaching methods, and a paucity of studies that consider how these approaches fit with curriculum design principles. In this paper we explore student and facilitator perceptions of the two teaching methods within a medical curriculum, using Experience based learning (ExBL) as a conceptual lens. Methods A total of 34/255 (13%) Year 2 medical students completed four CBLs during the 2019 Renal and Urology teaching block, concurrent to their usual curriculum activities, which included weekly TBLs. Questionnaires were distributed to all students (n = 34) and CBL facilitators (n = 13). In addition, all students were invited to attend focus groups. Data were analysed using descriptive statistics and thematic analysis. Results In total, 23/34 (71%) of students and 11/13 (85%) of facilitators completed the questionnaires. Twelve students (35%) participated in focus groups. Findings indicate their experience in CBL to be positive, with many favourable aspects that built on and complemented their TBL experience that provided an emphasis on the basic sciences. The learning environment was enriched by the CBL framework that allowed application of knowledge to solve clinical problems within the small groups with consistent facilitator guidance and feedback, their capacity to focus discussion, and associated efficiencies in learning. Conclusion While the TBL model was integral in developing students’ knowledge and understanding of basic science concepts, the CBL model was integral in developing students’ clinical reasoning skills. The strengths of CBL relative to TBL included the development of authentic clinical reasoning skills and guided facilitation of small group discussion. Our findings suggest that delivery of a medical curriculum may be enhanced through increased vertical integration, applying TBL in earlier phases of the medical program where the focus is on basic science principles, with CBL becoming more relevant as students move towards clinical immersion.

Download Full-text

METODE PEMBELAJARAN DOKUMENTASI PARTOGRAF DALAM ASUHAN KEBIDANAN PADA PERSALINAN

10.31227/osf.io/bzv2c ◽

2017 ◽

Author(s):

Wan Anita

Keyword(s):

Systematic Review ◽

Literature Review ◽

Small Group ◽

Peer Tutoring ◽

Group Discussion ◽

Small Group Discussion ◽

Student Center

Partograf adalah alat pemantauan persalinan normal dan juga sebagai alat pengambilan keputusanklinis, karena dengan adanya partograf maka persalinan yang tidak normal akan dapat dievaluasi.Dalam pelaksanaan pembelajaran terdapat beragam metode pembelajaran yang dapat digunakanuntuk Student Center Learning (SCL) baik dikelas, laboratorium maupun klinik. Tujuan literaturereview ini juga untuk melihat sejauh mana topik dokumentasi asuhan pada persalinan khususnyametode pembelajaran untuk meningkatkan ketrampilan mahasiswa dalam melakukan dokumentasitelah diteliti. Metode Penelitian ini merupakan systematic review. Metode pembelajaran yangdigunakan dalam penelitian antara lain metode studi kasus, demonstrasi, multimedia, case basedlearning, simulasi, latihan, small group discussion, penuntun belajar jobsheet, peer tutoring sertakooperatif type STAD. Hasil literature review ini menunjukkan terjadi pengaruh metodepembelajaran terhadap ketrampilan dokumentasi asuhan kebidanan pada persalinan. Metodepembelajaran dengan cara studi kasus, simulasi, small group discussion, demonstrasi, tutor denganteman sebaya dan kooperatif type STAD lebih berpengaruh dalam meningkatkan ketrampilanmahasiswa dalam membuat dokumentasi partograf. Dosen sebagai tenaga pendidik profesionalsebaiknya mempertimbangkan metode pembelajaran yang dapat digunakan dalam mempelajarimateri yang disesuaikan dengan tujuan materi yang ingin disampaikan untuk meningkatkanketrampilan mahasiswa dalam dokumentasi asuhan pada persalinan (partograf).

Download Full-text

The Impact of Classroom Chatter Noise on Comprehension: A Systematic Review

Perceptual and Motor Skills ◽

10.1177/00315125211005935 ◽

2021 ◽

pp. 003151252110059

Author(s):

Anne-Sophie Lamotte ◽

Aziz Essadek ◽

Gérard Shadili ◽

Jean-Michel Perez ◽

Julien Raft

Keyword(s):

Systematic Review ◽

Literature Review ◽

Teaching Methods ◽

Classroom Environment ◽

Field Survey ◽

Human Life ◽

Experimental Studies ◽

Noisy Environment ◽

Student Comprehension ◽

The Impact

Communication through discussion and conversations is fundamental to human life; but when such discourse escapes the control of a teacher in the classroom, it becomes little more than chatter. This noise challenges teaching methods and the teaching stance with students. Yet, its impact on comprehension has rarely been studied. The aim of this literature review was to examine the research on the impact of classroom noise generated by chatter on students’ comprehension performance. We adopted the PRISMA (Preferred Reporting Items for Systematic Reviews and Metanalysis) guidelines to examine this literature. This review covered a 10-year period (papers written between 2009 and 2019), with nine experimental studies selected from the 2,954 papers screened. In 89% of these nine studies, there were significant comprehension differences on all tests, revealed when comprehension took place in a noisy environment due to chatter. This review indicated an essential need for a field survey to better understand the impact of chatter on comprehension. Other studies are recommended to highlight any correlation between measured chatter and student comprehension in a real classroom environment.

Download Full-text

Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching

Journal of Curriculum and Teaching ◽

10.5430/jct.v6n2p52 ◽

2017 ◽

Vol 6 (2) ◽

pp. 52

Author(s):

Xiuquan Shi ◽

Yanna Zhou ◽

Haiyan Wang ◽

Tao Wang ◽

Chan Nie ◽

...

Keyword(s):

Study Design ◽

Teaching Methods ◽

Teaching Model ◽

Traditional Teaching ◽

Comprehensive Model ◽

Good Science ◽

Combined Application ◽

Case Based Learning ◽

Case Based ◽

Better Than

This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiologyteaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teachingmodel of SD-CBL was used in the “Injury Epidemiology” chapter, while other chapters in “Epidemiology”curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (itwas considered as a traditional teaching in many universities). In the final of the semester, the effects of these threeteaching models were compared in different majors and different students source. We found that SD-CBLcomprehensive teaching model was better than ppt only and CBL teaching methods (P<0.001, P=0.007), and thesignificant differences were found in the increased scoring rate between different majors and different studentssource (P<0.001, P=0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promotein “Epidemiology” teaching, especial in chapters of epidemiology application. Moreover, it is recommended toconduct SD-CBL teaching model in students, who are major in medicine and have good science basis.

Download Full-text

Designing Pathology Curriculum Through Guided Enquiry/Mixed Modalities Case-Based Learning at Faculty of Medicine, Helwan University.

10.14293/s2199-1006.1.sor-.ppzfs5t.v1 ◽

2020 ◽

Author(s):

Hebat Allah Amin ◽

Mohamed Alaaeldin Abdulmonem ◽

Omar Gamal Goda ◽

Mohamed Hany K. Shehata

Keyword(s):

Medical Students ◽

Phase I ◽

Teaching Methods ◽

Mixed Model ◽

Cross Sectional Study ◽

Cross Sectional ◽

Learning Modalities ◽

Case Based Learning ◽

To Receive ◽

Case Based

Background: Implementing case-based learning (CBL) in the Integrated Modular Curriculum has proved a great efficiency in teaching medical students. We aim to develop and validate a customized model of CBL to integrate disciplines while meeting the requirements of our national academic reference standards. Phase I medical students reflection is presented. Methods: In this retrospective cross-sectional study, we present our experience in introducing CBL in a hybrid mixed model of teaching the pathology course to phase I, first batch (2016-2022 ) students. The data are collected from feedback questionnaires, the CBL implemented in the teaching of the pathology course is compared to the other implemented methods (didactic lectures, students presentations, PBL, and skillslabs), in the integrated modules. Also, a focus group has been conducted to receive the students reflection and suggestions for improvement. Results: Students satisfaction with CBL was the highest among all the teaching methods of the modules and other learning modalities with a mean of 4.770.46. Results were statistically significant (< 0.001). Conclusion: Most of the students declared that the customized CBL model is a convenient tool to be used in the Integrated Modular Curricula. Satisfaction is superior to that of didactic lectures and even other interactive teaching methods.

Download Full-text