scholarly journals Teaching clinical ethics to intern doctors by integrated seminar and online discussions

2021 ◽  
Vol 0 ◽  
pp. 1-7
Author(s):  
Nilima Shah ◽  
Chetna Desai ◽  
Shivani Patel ◽  
Ganpat K. Vankar ◽  
Minakshi Parikh
Keyword(s):  
Content Analysis ◽  
Clinical Ethics ◽  
Online Discussion ◽  
Practical Knowledge ◽  
Multiple Choice ◽  
Online Discussions ◽  
Multiple Choice Questions ◽  
Online Forum ◽  
Clinical Rotations ◽  
Educational Project

Objectives: We report our experience of an educational project conducted with the objectives of inculcating the knowledge and encouraging the application of the principles of clinical ethics among intern doctors. Materials and Methods: An interdepartmental, integrated, interactive seminar was conducted by the departments of psychiatry, pharmacology, surgery, and medicine for various aspects of clinical ethics. A pre-post 20-item test of multiple-choice questions (MCQs) was conducted with the seminar. It was followed by 45 days of online discussion on clinical ethics among the participants of the seminar. Content analysis of the online discussion was done. Feedback was taken after the seminar and online discussion. Results: Fifty intern doctors participated in the seminar and 34 in the online discussion. The MCQs’ score significantly increased from 10.7 to 16.8 out of 20. There were 35 posts and 66 comments about clinical ethics made on the online forum. The feedback revealed that the interns wanted more departments to be involved in the seminar and practical knowledge was gained from the online discussion. It also suggested that this combination of seminar followed by online discussion encouraged them to apply the principles in their clinical rotations. Conclusion: Integrated teaching and online discussion were effective in sensitizing the intern doctors, enhancing their knowledge, and encouraging the application of the principles of clinical ethics.

scholarly journals High School Chemistry and Enem: A curricular comparison

2021 ◽  
pp. 89-99
Author(s):  
Julia Santana Gortz ◽  
Salvador Rodrigues Taty ◽  
Amanda Alves Fecury ◽  
Carla Viana Dendasck ◽  
Euzébio de Oliveira ◽  
...  
Keyword(s):  
High School ◽  
Content Analysis ◽  
Practical Knowledge ◽  
Multiple Choice ◽  
Practical Experience ◽  
Technical Chemistry ◽  
Multiple Choice Questions ◽  
High School Chemistry ◽  
Curriculum Content ◽  
Federal Institute

The National High School Exam (ENEM) is an assessment consisting of an essay and multiple choice questions. This assessment aims to measure the knowledge acquired during high school. The purpose of this article is to compare the content of the questions of the Chemistry component of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The research was carried out using chemistry questions from the National High School Exam (ENEM) taken from the Super Professor (software) program. The content taught in the three years of the technical course in chemistry at the Federal Institute of Amapá (IFAP) meets the requirements of the National High School Exam (ENEM). The workload is also sufficient for the development of basic and technical disciplines. The content analysis demonstrates that, as it is a technical course, it provides in-depth knowledge, which increases the subsidy for carrying out the ENEM. This content is formed by theory and also by a great practical experience (laboratory). Practical knowledge helps enormously the fixation of learning and provides knowledge to discuss the contents.

scholarly journals Influence of Word Clouds on Critical Thinking in Online Discussions: A Content Analysis

2016 ◽  
Vol 5 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Beatriz M Reyes-Foster ◽  
Aimee DeNoyelles
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Research Study ◽  
Online Discussion ◽  
Online Discussions ◽  
Exploratory Research ◽  
Word Cloud ◽  
Linear Condition ◽  
Word Clouds ◽  
Cloud Condition

This article presents an exploratory research study about the influence of word clouds on critical thinking when they are incorporated into online discussions. In an online discussion, students were asked to critically analyze two speeches, being assigned to one of two conditions: one in which the text was linear, and one in which the text was presented in the form of word clouds. Discussions posts were coded in two blended sections of an undergraduate anthropology course to assess the type and frequency of critical thinking demonstrated therein. Students in the word cloud condition exhibited more instances of critical thinking than students in the linear condition, and more often paired articulation of thought with the citing of evidence. The paper concludes with recommendations for other educators interested in implementing a similar approach. 

Fuzzy Evaluation of Examinees Through Multiple Choice Questions

Informatica ◽  
2017 ◽  
Vol 28 (4) ◽  
pp. 609-628
Author(s):  
Ali Fahmi ◽  
Cengiz Kahraman
Keyword(s):  
Multiple Choice ◽  
Fuzzy Evaluation ◽  
Multiple Choice Questions

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

SBA MCQs for the MRCS Part A

2012 ◽  
Author(s):  
Sri G. Thrumurthy ◽  
Tania Samantha De Silva ◽  
Zia Moinuddin ◽  
Stuart Enoch
Keyword(s):  
Clinical Case ◽  
Multiple Choice ◽  
Surgical Anatomy ◽  
Surgical Patients ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Self Assessment ◽  
High Level ◽  
Factual Recall ◽  
Selection Of

Specifically designed to help candidates revise for the MRCS exam, this book features 350 Single Best Answer multiple choice questions, covering the whole syllabus. Containing everything candidates need to pass the MRCS Part A SBA section of the exam, it focuses intensively on the application of basic sciences (applied surgical anatomy, physiology, and pathology) to the management of surgical patients. The high level of detail included within the questions and their explanations allows effective self-assessment of knowledge and quick identification of key areas requiring further attention. Varying approaches to Single Best Answer multiple choice questions are used, giving effective exam practice and guidance through revision and exam technique. This includes clinical case questions, 'positively-worded' questions, requiring selection of the most appropriate of relatively correct answers; 'two-step' or 'double-jump' questions, requiring several cognitive steps to arrive at the correct answer; as well as 'factual recall' questions, prompting basic recall of facts.

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