scholarly journals The Effects of Changes in Teaching/Learning Schedule Pattern in Physiology Subject among 2nd M.B., B.S Students from University of Medicine, Magway

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Zarchi Theint Theint Hlaing ◽  
Mya Pwint Phyu ◽  
Sanda Kyaw
Keyword(s):  
Medical Students ◽  
Comparative Study ◽  
Learning Style ◽  
Learning System ◽  
Average Score ◽  
Traditional Teaching ◽  
Multiple Choice Questions ◽  
The Past ◽  
Class Test ◽  
Teaching Learning

The failure rates of the medical students had increased during the past few years. There are many supportive factors for deteriorating the students’ performance. One of these might be due to some defect in teaching/learning system. Therefore, the aim of this study is to determine the effects of changes in teaching/learning schedule pattern in Physiology Subject among 2nd MB BS students from University of Medicine, Magway. A Comparative study was done. Data was collected from 2nd MBBS students studying at University of Medicine, Magway, Myanmar (n = 230). Class test-1 was done before the introducing of the new teaching/learning schedule pattern. There was 3-month intervention of introducing the new teaching/learning schedule pattern. At the end of this program, class test-2 was done. Scores of all students in class test-1 and class test-2 were compared and analyzed. In the present study, the average marks of class test-1 and class test-2 were 38.23±14.56 and 43.32±18.42, respectively. It was found that the average score of the students in class test-2 was higher than that of class test-1(p< 0.001). Both class test-1 and class test-2 included 2 sections which involved multiple choice questions (MCQs) and multiple short questions (MSQs). In MCQs section, 22.17% of the total students were passed in class test-1 whereas it was increased to 33.48% in class test-2 (p< 0.01). In MSQs section, it was indicated that 29.56% of the total students were passed in class test-1 and 39.56% of the students were passed in class test-2 (p< 0.001). In the average score of both MCQs and MSQs, the students passed rate is increased from 26.96% to 36.96% after the changing of teaching/learning style (p< 0.001).This findings suggested that the new teaching/learning style was more effective than the traditional teaching.

scholarly journals Comparative evaluation of COVID-19 pandemic enforced online teaching versus traditional teaching from point of view of medical students

2020 ◽  
Vol 10 (1) ◽  
pp. 36
Author(s):  
Radhika Vijay
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Point Of View ◽  
Learning System ◽  
Traditional Teaching ◽  
Online Classes ◽  
Undergraduate Medical Students ◽  
Medical College ◽  
Traditional Mode ◽  
Teaching Learning

Background: The current ongoing coronavirus-2019 (COVID-19) pandemic has brought a sea change in education teaching learning system, ways and methodologies. Online teaching has been enforced suddenly for students worldwide. It has become a substitute to traditional teaching. Aware of the fact that the Corona pandemic has changed the way of learning teaching, we want to find out what students think about their real predispositions. This study is to compare and evaluate the opinions, preferences, experiences of undergraduate medical students during continuous online classes since the onset of Pandemic times.Methods: A sample size of 115 undergraduate medical students of batch 2019 was taken for the study done in Sardar Patel Medical College of Bikaner, Rajasthan, India in October 2020.A questionnaire was prepared using Google forms application and was filled by students online.Results: Majority of students had a preference and interest for traditional mode of teaching, they agreed on better understanding of concepts and details of topic and grasping more of knowledge through it. But majority of students also agreed that they are getting more time to study now with online teaching.Conclusions: This study gives an in depth insight into the current ongoing online teaching methodologies and throws light on changing acceptance of students to the current COVID-19 pandemic ways of teaching and on welcoming a better “blended learning” pattern in the upcoming Post COVID-19 new normal times.

scholarly journals Resilience in the Training of Medical Students in a University With a Hybrid Teaching-Learning System

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 357-366
Author(s):  
Marcos Kubrusly ◽  
Hermano Alexandre Lima Rocha ◽  
Allan Carlos Costa Maia ◽  
Amanda Kubrusly de Miranda Sá ◽  
Mariana Mendonça Sales ◽  
...  
Keyword(s):  
Medical Students ◽  
Stressful Events ◽  
Learning System ◽  
Support Network ◽  
P Value ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Hybrid Teaching ◽  
Teaching Learning ◽  
Very High

ABSTRACT Background The exposure of students to stressful events and the association of these events with students’ mental health is an important matter in Medical Education. To address this arduous training and solve emerging problems, some students develop methods to help them and, among these, resilience. A hybrid learning system, merging active and traditional learning, can be a supplementary source of stress generation , since it demands the acquisition of knowledge by the students, for summative assessments of traditional teaching as well as for the autonomous search for knowledge, skills, and attitudes required in the problematization. Purpose To determine the degree of resilience throughout the medical course under the hybrid teaching-learning system, identifying underlying mechanisms. Methods This was a cross-sectional study developed from August 2017 to August 2018, at Christus University Center, Brazil, a medical school that uses problem-based learning curricula associated with traditional teaching methodology. Wagnild and Young Resilience Scale was applied to medical students from all semesters. Socioeconomic, emotional and self-reported performance variables were also collected. The association between variables was assessed with minimally adjusted logistic regression models. Results 173 medical students participated in this study, with a mean age of 22.4 years, of which 65.3% were females. 88.1% of the medical students showed high or very high resilience. Receiving support from family and friends was associated with better resilience (p values lower than 0.001), as students who were “very satisfied” or “satisfied” with family support had a greater tendency to develop better degrees of resilience, with results of “very high resilience trends” (82.50%) and “high resilience trends” (71.10%) surpassing the prevalence identified in dissatisfied students. Also, having a religious belief was also associated with higher resilience degrees (p value = 0.02). Conclusions Factors identified in this study, mainly the importance of the support network from family and friends can be stimulated in order to improve students’ resilience. There was no direct association between the academic performance self-assessment and the students’ resilience and the resilience of medical students tends to remain constant throughout the course.

scholarly journals MSK30: a validated tool to assess clinical musculoskeletal knowledge

2019 ◽  
Vol 5 (1) ◽  
pp. e000495
Author(s):  
Danielle L Cummings ◽  
Matthew Smith ◽  
Brian Merrigan ◽  
Jeffrey Leggit
Keyword(s):  
Medical Students ◽  
Large Scale ◽  
Assessment Tool ◽  
Multiple Choice ◽  
School Curriculum ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Modified Delphi ◽  
Multiple Choice Exam ◽  
Individual Education

BackgroundMusculoskeletal (MSK) complaints comprise a large proportion of outpatient visits. However, multiple studies show that medical school curriculum often fails to adequately prepare graduates to diagnose and manage common MSK problems. Current standardised exams inadequately assess trainees’ MSK knowledge and other MSK-specific exams such as Freedman and Bernstein’s (1998) exam have limitations in implementation. We propose a new 30-question multiple choice exam for graduating medical students and primary care residents. Results highlight individual deficiencies and identify areas for curriculum improvement.Methods/ResultsWe developed a bank of multiple choice questions based on 10 critical topics in MSK medicine. The questions were validated with subject-matter experts (SMEs) using a modified Delphi method to obtain consensus on the importance of each question. Based on the SME input, we compiled 30 questions in the assessment. Results of the large-scale pilot test (167 post-clerkship medical students) were an average score of 74 % (range 53% – 90 %, SD 7.8%). In addition, the tool contains detailed explanations and references were created for each question to allow an individual or group to review and enhance learning.SummaryThe proposed MSK30 exam evaluates clinically important topics and offers an assessment tool for clinical MSK knowledge of medical students and residents. It fills a gap in current curriculum and improves on previous MSK-specific assessments through better clinical relevance and consistent grading. Educators can use the results of the exam to guide curriculum development and individual education.

scholarly journals Why choose geriatric medicine? A national survey among French postgraduate medical students

2020 ◽  
Vol 49 (6) ◽  
pp. 1028-1033 ◽  
Author(s):  
Joaquim Prud’homm ◽  
Aline Corvol ◽  
Aude Aguillon ◽  
Marine Olivieri ◽  
Valentine Rousseau ◽  
...  
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Medical Training ◽  
Geriatric Medicine ◽  
Multiple Choice Questions ◽  
The Past ◽  
Interprofessional Teamwork ◽  
Therapeutic Decisions ◽  
National Response ◽  
Factors Of Influence

Abstract Since 2017, geriatric medicine has been available as a postgraduate specialty to French year 7 medical students. We investigated the incentives of the 171 French medical students who opted for geriatric medicine as a postgraduate specialty subsequent to year 6 national qualifying examinations in 2017. A prospective quantitative survey-based study was conducted by means of a questionnaire compiled online and sent by email between December 2017 and May 2018. The questionnaire comprised 43 questions, including 14 single or multiple choice questions, 28 scaled questions evaluating factors of influence using a 5-point Likert scale, and one open-ended contingency question. Of the 171 students, 139 responses were received. The national response rate to this questionnaire was 81.2%. One hundred fourteen students (82.6%) had previous experience of training in geriatric medicine, which for 95 (84.0%) students took place between years 3 and 6 of medical training. This training influenced the choice of 102 respondents (90.2%). Factors reported as having exerted a strong or very strong influence were in particular the rewards of working with older adults; positive personal encounters with older adults in the past; the appeal of interprofessional teamwork; the challenge of cases involving complex diagnostic and therapeutic decisions; the challenge of patients with chronic conditions. The present study is the first to focus on the reasons why French students choose to specialise in geriatric medicine. The results emphasise the importance of training programs in geriatric medicine to promote enthusiasm for this specialty.

scholarly journals Virtual reality videos used in undergraduate palliative and oncology medical teaching: results of a pilot study

2019 ◽  
Vol 9 (3) ◽  
pp. 281-285 ◽  
Author(s):  
Mark Taubert ◽  
Lucie Webber ◽  
Timothy Hamilton ◽  
Madeleine Carr ◽  
Mark Harvey
Keyword(s):  
Palliative Care ◽  
Virtual Reality ◽  
Medical Students ◽  
Learning Style ◽  
Point Of View ◽  
University Hospital ◽  
Average Score ◽  
Free Text ◽  
Medical Teaching ◽  
Set Up

BackgroundVirtual reality (VR) immersive environments have been shown to be effective in medical teaching. Our university hospital received funding from our deanery, Health Education in Wales, to film teaching videos with a 360-degree camera.AimsTo evaluate whether VR is an effective and acceptable teaching environment. VR headsets were set up for medical students who rotated through Velindre Cancer Hospital’s Palliative Care department.MethodsStudents were asked to put on a VR headset and experience a pre-recorded 27 min presentation on nausea and vomiting in palliative care settings. They subsequently viewed a radiotherapy treatment experience from a patient’s point of view.ResultsOf the 72 medical students who participated, 70 found the experience comfortable, with two students stating they felt the experience uncomfortable (1=headset too tight; 1=blurry visuals). Numerical scoring on ability to concentrate in VR from 0 to 10 (0=worst, 10=best) scored an average of 8.44 (range, 7–10). Asked whether this format suited their learning style, average score was 8.31 (range 6–10). 97.2 % (n=70) students stated that they would recommend this form of learning to a colleague, with one student saying he/she would not recommend and another stating he/she was unsure. Students left anonymous free-text feedback comments which helped frame future needs in this emerging area.DiscussionThis study suggests that there is room for exploring new ways of delivering teaching and expanding it more widely in palliative care and oncology, but also provides feedback on areas that need further careful attention. Comments from students included: “Might have been the novelty factor but I learnt more from this 20 min VR thing than I have from many lectures”.SummaryThe project has proved sufficiently popular in medical student feedback, that the VR experience is now available on YouTube and has been permanently introduced into routine teaching. Further 360-degree teaching environments have been filmed. Of note is that our 360-degree videos have been viewed in Africa, so this format of teaching could prove valuable due to its global reach.

scholarly journals Resiliencia en la Formación de Estudiantes de Medicina en una Universidad con un Sistema Híbrido de Ensenãnza y Aprendizaje

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 357-366
Author(s):  
Marcos Kubrusly ◽  
Hermano Alexandre Lima Rocha ◽  
Allan Carlos Costa Maia ◽  
Amanda Kubrusly de Miranda Sá ◽  
Mariana Mendonça Sales ◽  
...  
Keyword(s):  
Medical Students ◽  
Stressful Events ◽  
Learning System ◽  
Stress Generation ◽  
Support Network ◽  
P Value ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Very High

ABSTRACT Background The exposure of students to stressful events and the association of these events with students’ mental health is an important matter in Medical Education. To address this arduous training and solve emerging problems, some students develop methods to help them and, among these, resilience. A hybrid learning system, merging active and traditional learning, can be a supplementary source of stress generation , since it demands the acquisition of knowledge by the students, for summative assessments of traditional teaching as well as for the autonomous search for knowledge, skills, and attitudes required in the problematization. Purpose To determine the degree of resilience throughout the medical course under the hybrid teaching-learning system, identifying underlying mechanisms. Methods This was a cross-sectional study developed from August 2017 to August 2018, at Christus University Center, Brazil, a medical school that uses problem-based learning curricula associated with traditional teaching methodology. Wagnild and Young Resilience Scale was applied to medical students from all semesters. Socioeconomic, emotional and self-reported performance variables were also collected. The association between variables was assessed with minimally adjusted logistic regression models. Results 173 medical students participated in this study, with a mean age of 22.4 years, of which 65.3% were females. 88.1% of the medical students showed high or very high resilience. Receiving support from family and friends was associated with better resilience (p values lower than 0.001), as students who were “very satisfied” or “satisfied” with family support had a greater tendency to develop better degrees of resilience, with results of “very high resilience trends” (82.50%) and “high resilience trends” (71.10%) surpassing the prevalence identified in dissatisfied students. Also, having a religious belief was also associated with higher resilience degrees (p value = 0.02). Conclusions Factors identified in this study, mainly the importance of the support network from family and friends can be stimulated in order to improve students’ resilience. There was no direct association between the academic performance self-assessment and the students’ resilience and the resilience of medical students tends to remain constant throughout the course.

scholarly journals PENGGUNAAN MEDIA KOMPUTER DALAM PERKULIAHAN MEKANIKA BERDASARKAN MODEL PEMBELAJARAN PEMECAHAN MASALAH BERBASIS KONSEP

2015 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
I Made Padri
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Learning Style ◽  
Group Discussion ◽  
Learning Model ◽  
Average Score ◽  
Model Based ◽  
The Media ◽  
Physics Department ◽  
Teaching Learning

This paper is the result of tried out of innovation in Mechanics course with problem solving teaching-learning model based on concept by using computer, conducted in DUE Like project at Physics Department of FPMIPA UPI in academic year 2002/2003.In principle, the objective of this innovation is to improve the student role (student centred) in attending Mechanics course, which in turn will improve the quality of the student learning result.Concretely, the main point of the implementation of this learning model in Mechanics course includes:1. Group discussion in finding and solving problem, based on problem and concept structure that presented in handout.2. Presentation the result of group discussion to get comments from all students.3. Strengthening and completing the discussion result by lecturer using computer media.4. Tutorial to guide students in finishing some problems taken from textbook.Derived from the average score and the percent of the success student in each examination, it can be concluded that the usage of problem solving teaching- learning model based on concept by using computer media, significantly can improve the student learning result, compared to the result of the same course when it is just using OHP. While from the answer of the questioner which just returned by 50% students, generally stated that the teaching-learning model and the media used in Mechanics lecture are good enough, even though there is an impression that the students found difficulty in learning alone which based on textbook and handout. It happened, may be, because of the previous learning style which is teacher-centred.

scholarly journals A comparative study on traditional teaching with integrated teaching on II MBBS students

2021 ◽  
Vol 10 (3) ◽  
pp. 227
Author(s):  
Aluri Anjana Priyanka ◽  
Gedela Vasavi
Keyword(s):  
Comparative Study ◽  
Learning Activities ◽  
Traditional Teaching ◽  
Positive Interaction ◽  
Medical College ◽  
Teaching Group ◽  
Group 12 ◽  
Post Test ◽  
Didactic Lecture ◽  
Teaching Learning

Background: The term integration in education means coordination in the teaching–learning activities to ensure the harmonious functioning of the educational processes.Methods: Study was conducted in ASRAM medical college. 140 students of II MBBS were randomised into 2 groups. One group was taught by traditional didactic lecture. Other group was taught by integrated teaching along with the pathology department. A post-test questionnaire was given 3 days after the end of each session. The effectiveness of the study was done by assessing both the questionnaires. Feed-back was taken from the students on both types of teaching.Results: In Integrated teaching group, 12% got more than 80% marks, 71% got more than 60-80% marks, 11% students scored 50-60% marks and 4.7% students scored less than 50% marks. In didactic teaching group, 8.95% scored more than 80% marks, 45% students scored 60-80% marks, 23.88% students scored 50-60% marks and 14.92% students scored less than 50% marks. In our study, students felt that integrated teaching was of more useful to them. It helped them in understanding of concepts and maintaining interest in topic. They felt that there was a positive interaction which helped them to correlate the two subjects.Conclusions: This study concludes that integrated teaching is more helpful to students in learning.

scholarly journals TBO/LBO: An Effective Teaching And Learning System

2005 ◽  
Vol 2 (7) ◽  
Author(s):  
Richard E. Coppage ◽  
George R. French
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning System ◽  
Future Research ◽  
Management By Objectives ◽  
Career Opportunities ◽  
Teaching Learning ◽  
Effective Teaching And Learning

This article describes a teaching/learning style that incorporates teamwork and participative management, taken from the well-grounded system Management by Objectives (MBO), while assuring that the skills important to future career opportunities are included in the course objectives.  The article begins with a description of the elements of the TBO/LBO process, followed by an identification of the main objectives, teaching learning strategies, and assessment methods.  Next, the article discusses the lessons learned using TBO/LBO and assesses the effectiveness of TBO/LBO by reviewing the literature regarding Management By Objectives (MBO).  The literature review revealed overwhelming support for the effectiveness of MBO.  Finally, suggestions for future research are discussed.

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