Reply to “How to improve dermatology teaching and learning at the undergraduate level? Recommendations by a faculty panel of Kerala state Branch of the Indian Association of Dermatologists, Venereologists, and Leprologists”: by Jagadeesan et al.

The undergraduate dermatology curriculum and teaching have to reflect the sea of changes that the specialty has undergone in recent years. In tune with this, the Kerala branch of the Indian Association of Dermatologists, Venereologists, and Leprologists (IADVL-K) planned an initiative to draft an advocacy document containing recommendations to improve the standard of undergraduate training, especially with regard to the implementation of competency-based medical education and training of attitude, ethics, and communication skills (AETCOM). A four-member panel was constituted by the state president for this purpose. The committee conducted virtual discussions and consultations with experts, following which a draft advocacy document was prepared on which suggestions from all members of IADVL Kerala were sought. Four core areas of change in undergraduate dermatology teaching and learning along with the agencies that could initiate such changes were identified. This initiative from a professional organization has attempted to harness opinions of the faculty of dermatology of an entire state and provide important insights into the direction in which undergraduate dermatology training should be oriented in the coming years in our country.

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How to improve dermatology teaching and learning at the postgraduate level: Recommendations by a faculty panel of Kerala state branch of the Indian Association of Dermatologists, Venereologists, and Leprologists

Journal of Skin and Sexually Transmitted Diseases ◽

10.25259/jsstd_40_2021 ◽

2021 ◽

Vol 0 ◽

pp. 1-7

Author(s):

S. Rahima ◽

Parvathy Santhosh ◽

Kidangazhiathmana Ajithkumar ◽

Neelakandhan Asokan

Keyword(s):

Teaching And Learning ◽

Structural Changes ◽

Holistic Approach ◽

Professional Organization ◽

Postgraduate Level ◽

Core Areas ◽

Changing Times ◽

Kerala State ◽

Teaching Learning ◽

Indian Association

The perception about dermatology as a specialty has considerably changed over time, and this change has to be reflected in post-graduate (PG) curriculum and teaching methods. To keep up with the changing times and advancements in medical education, a four-member committee was constituted by IADVL (Indian Association of Dermatologists, Venereologists and Leprologists) Kerala to propose modifications in the existing PG teaching program. The enclave identified five core areas in PG teaching of dermatology and suggested changes in the existing model. Academics and teaching-learning (TL) methods, research and publishing, quality of life of PG students, assessment, and structural changes in PG departments were the areas where suggestions were made. A holistic approach to dermatology teaching incorporating newer TL methods was proposed. The importance of better capacity building and provision of opportunities for research was emphasized. The need to modify the prevailing methods of assessment was identified. It was also acknowledged that amendments need to be made at the faculty level too, and propositions were made in that aspect as well. It would require a coordinated effort among the universities, institutions, teachers, and professional organization to further fine-tune and implement these suggestions.

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MOOC and Blended Learning Models

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch015 ◽

2018 ◽

pp. 276-288 ◽

Cited By ~ 1

Author(s):

Teresa Torres-Coronas ◽

María-Arántzazu Vidal-Blasco

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Academic Staff ◽

Education Institution ◽

Learning Models ◽

Undergraduate Level ◽

Strategic Approach ◽

Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

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Pedagogical Characteristics Affecting Student Learning

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch110 ◽

2011 ◽

pp. 705-712

Author(s):

S. Manjit Sidhu

Keyword(s):

Learning Styles ◽

Student Learning ◽

Learning Environments ◽

Teaching And Learning ◽

Interactive Multimedia ◽

Learning Outcome ◽

Student Characteristics ◽

Traditional Teaching ◽

Undergraduate Level ◽

Student Learning Styles

Student in today’s undergraduate level classrooms often display widely varying characteristics that extremely affect learning outcome. Although student characteristics have been widely studied in the more traditional teaching and learning environments, educators have just begun exploring the applications in interactive multimedia and its associated technological techniques. This article first describes some pedagogical characteristics that could affect students in their learning and than discuss some student learning styles.

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Seeking Meaning: The Educationally Critical Aspect of Learning About Information Systems

10.28945/2462 ◽

2002 ◽

Cited By ~ 1

Author(s):

Chris Cope

Keyword(s):

Undergraduate Students ◽

Teaching And Learning ◽

Learning Experience ◽

Learning Experiences ◽

Deep Understanding ◽

Critical Aspect ◽

Undergraduate Level ◽

Learning Tasks ◽

Deep Approach To Learning ◽

Phenomenographic Study

The research reported in this paper investigated and compared the experience of learning about the concept of an information system (IS) at a scholarly, and an undergraduate level. A scholarly level learning experience was developed from the literature and represented a benchmark against which students’ learning experiences could be compared. A group of undergraduate students’ learning experiences were investigated in an empirical, phenomenographic study. An awareness and understanding of the process of seeking meaning was found to be an educationally critical aspect of a deep approach to learning about IS and a deep understanding of the concept of an IS. The finding has important implications for teaching and learning about IS. Learning tasks can be designed which aim to enhance learning through focussing students’ awareness simultaneously on the IS conceptual and learning aspects of seeking meaning. An example of the use of rich pictures to achieve this aim is given.

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The changing face of medical education: The impact and effectiveness of evidence generating community health project in medical students

Asian Journal of Medical Sciences ◽

10.3126/ajms.v6i3.10951 ◽

2014 ◽

Vol 6 (3) ◽

pp. 72-76

Author(s):

Trushna Shah ◽

Geetanjali Purohit ◽

Niraj Pandit ◽

Ajay George

Keyword(s):

Medical Education ◽

Community Health ◽

Teaching And Learning ◽

Research Process ◽

Cross Sectional Study ◽

Medical Sciences ◽

Cross Sectional ◽

Undergraduate Level ◽

Health Project ◽

The Impact

Background: Evidence-based practice usually refers to gathering quantitative data based upon the best decision about what constitutes effective or efficient practice or what is sometimes referred to as “best practices”. The objective of the present study was to evaluate the student’s perception and learning effectiveness towards Evidence Generating Community Health Projects (EviGenCHIP). Materials and Methods: This study was questionnaire based cross sectional study carried out in SBKS MIRC, Sumandeep Vidyapeeth, Vadodara, Gujarat, India. A total of 110 MBBS students (III Year) participated. After obtaining ethical clearance the data was collected and analyzed. Data was compiled in excel sheet, analyzed for percentage and proportion. Results: In the present study 100 students (90.9%) believed that research in medical fi eld is important. On the contrary 40% students believed that there is no need to know about research methodology. After Evidence Generating Community Health Projects students were sensitized to the importance of protocol writing (56.3%), searching literature (40.9%), structured questionnaires, data collection and its analysis (45%), report writing (52.7%) and presentation as an integral part of research process. Conclusion: Evidence Generating Community Health Projects can be an effective tool for medical education, where they become exposed and sensitized to the research process at undergraduate level. It also improves active learning in public health and research skills. This teaching and learning model can be considered in other medical schools in the country. DOI: http://dx.doi.org/10.3126/ajms.v6i3.10951 Asian Journal of Medical Sciences Vol.6(3) 2015 72-76

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Procepts and proceptual solutions in undergraduate mathematics

Pythagoras ◽

10.4102/pythagoras.v0i72.56 ◽

2010 ◽

Vol 0 (72) ◽

Author(s):

Inderasan Naidoo ◽

Belinda Huntley

Keyword(s):

Teaching And Learning ◽

Engineering Students ◽

Applied Mathematics ◽

First Year ◽

Undergraduate Mathematics ◽

Undergraduate Level ◽

Mathematical Problems ◽

Mathematics Teaching And Learning ◽

Traditional Manner

This paper explores and promotes the notion of ‘procept’ in an undergraduate mathematics course in Linear Algebra for first year pure and engineering students. On the basis of students’ preference for procedural to conceptual solutions to mathematical problems, this paper augments the role of certain concepts in pure and applied mathematics, particularly in the problem‐solving approaches at the undergraduate level by providing novel solutions to problems solved in the usual traditional manner. The development of the concept of ‘procept’ and its applicability to mathematics teaching and learning is important to mathematics education research and tertiary pure and applied mathematics didactics in South Africa, welcoming the amalgamation of the theories developed at pre‐tertiary level mathematics with theorems and proof at the undergraduate level.

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A conceptual framework for homeostasis: development and validation

AJP Advances in Physiology Education ◽

10.1152/advan.00103.2015 ◽

2016 ◽

Vol 40 (2) ◽

pp. 213-222 ◽

Cited By ~ 15

Author(s):

Jenny McFarland ◽

Mary Pat Wenderoth ◽

Joel Michael ◽

William Cliff ◽

Ann Wright ◽

...

Keyword(s):

Conceptual Framework ◽

Teaching And Learning ◽

Faculty Members ◽

Concept Inventory ◽

Core Concept ◽

Online Surveys ◽

Undergraduate Level ◽

Undergraduate Institutions ◽

Critical Components ◽

Development And Validation

We have developed and validated a conceptual framework for understanding and teaching organismal homeostasis at the undergraduate level. The resulting homeostasis conceptual framework details critical components and constituent ideas underlying the concept of homeostasis. It has been validated by a broad range of physiology faculty members from community colleges, primarily undergraduate institutions, research universities, and medical schools. In online surveys, faculty members confirmed the relevance of each item in the framework for undergraduate physiology and rated the importance and difficulty of each. The homeostasis conceptual framework was constructed as a guide for teaching and learning of this critical core concept in physiology, and it also paves the way for the development of a concept inventory for homeostasis.

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The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice

Arts and Humanities in Higher Education ◽

10.1177/1474022217712641 ◽

2017 ◽

Vol 17 (3) ◽

pp. 305-322

Author(s):

Dina Zoe Belluigi

Keyword(s):

Contemporary Art ◽

Teaching And Learning ◽

Fine Art ◽

Comparative Case Study ◽

Undergraduate Level ◽

Espoused Theory ◽

Learning Conditions ◽

Important Means ◽

Art Schools

Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their theory-in-use within assessment structures and cultures. Emphasis is placed on the significance of such approaches to criticality for the student experience and their learning engagement. Emerging discourses of ‘subjectivity’ and a lack of development of student meta-cognition indicated that, at an undergraduate level of study, the curricula of these cases are unwittingly underpreparing their graduates for operating with agential criticality as they enter the uncertain context of contemporary art.

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A Design of Translation Exercise in the Teaching of E-C/C-E Translation at the Undergraduate Level

IRA International Journal of Education and Multidisciplinary Studies ◽

10.21013/jems.v9.n3.p2 ◽

2017 ◽

Vol 9 (3) ◽

pp. 30

Author(s):

Ze’ang Wu ◽

Chuanmao Tian

Keyword(s):

Literature Review ◽

Case Studies ◽

Teaching Methods ◽

Teaching And Learning ◽

Classroom Observation ◽

Undergraduate Level ◽

China Studies ◽

The Relationship ◽

Effective Translation

Through the literature review, interviews, case studies, classroom observation and questionnaires, this paper summarizes the present situations of translation teaching in China, studies the design of translation exercises in the teaching of E-C/C-E Translation at the undergraduate level, analyzes the relationship between written translation teaching and learning, finds out more effective translation exercises and teaching methods for both students and teachers, in order to enhance students’ interest in translating by themselves, improve their translation ability and level, and cultivate more professional translators for China.

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