scholarly journals Jigsaw method as an effective co-operative learning method to understand biochemistry concepts for First year MBBS students

2020 ◽  
Vol 11 (3) ◽  
pp. 3506-3510
Author(s):  
Krishna Veni D V ◽  
Neetha Kundoor ◽  
Radhakishan N
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Cooperative Learning ◽  
Teaching Method ◽  
First Year ◽  
Analytical Skills ◽  
Post Test ◽  
Jigsaw Method ◽  
Post Assessment ◽  
Jigsaw Technique

The jigsaw technique is a method of cooperative learning which makes the students depend and help each other in acquiring knowledge. This technique divides the class into groups to work on small problems with the purpose of collaborating into a final outcome. Jigsaw method is simple, comfortable to adopt and easy to implement. Jigsaw method facilitates active learning without traditional lecturing. It is a peer teaching method as an attempt to shift from a teacher to the learner-centred paradigm. The main aim of the study is to develop cooperative learning by using of Jigsaw technique among the 1 st year medical students for learning concepts of biochemistry. And to determine the effectiveness of the Jigsaw technique by post-assessment of their knowledge of biochemistry. A total of 100 medical students were recruited and their pre-knowledge on the concepts of biochemistry was assessed. The students were trained by using the Jigsaw technique and their post knowledge was assessed. In our present, around 28 students in the pretest scored below 60% marks and only 4 students in the post-test scored below 60%, indicating that there was a remarkable improvement in the scores of these students. And also 85 students scored above 80% marks. Jigsaw technique contribute to a better understanding of the concepts, facilitates active learning, problemsolving, improves analytical skills and logical thinking, enhances communication skills among students.

PELATIHAN PEER COUNSELOR DAN PENGENALAN MEDIA PROMOTIF UNTUK PEER COUNSELOR

2021 ◽  
Vol 2 (3) ◽  
pp. 103-107
Author(s):  
Resti Rahmadika Akbar ◽  
Rahma Triyana ◽  
Prima Adelin
Keyword(s):  
Medical Students ◽  
First Year ◽  
Guidance And Counseling ◽  
Guidance Services ◽  
Peer Counselors ◽  
Training Stage ◽  
Post Test ◽  
Peer Counselor ◽  
Selection Stage

Medical students as early adults have different challenges from high school, especially medical students. Based on the results of the previous study, it was found that medical students experienced anxiety, stress, and even depression with various levels. Ranging from mild to moderate-severe. Various efforts have been made, starting with increasing early detection of students from the first year, to the training stage to increase the role of academic advisory lecturers, to solving student problems that are sent to the counseling guidance section. The purpose of this training is that peer guidance services can be used as a form of guidance and counseling services provided to adolescents or early adults who have low social interaction. Before the training, it was started with the selection stage for peer counselors using an empathy questionnaire, based on the results of the questionnaire 28 students were found to be candidates for peer counselors. The training begins with a pretest then presentation material and case discussions then end with a post-test. Based on the results of the pre-test and post-test, there was an increase in knowledge about peer counselors, their roles, the benefits of counseling, and media that can be used as promotions as part of the peer counselor's duties. It is hoped that from this training, students can increase the role of assistance to students from the early stages so that severe cases experienced by students both in terms of academic and non-academic can be resolved.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?

2019 ◽  
Vol 10 (3) ◽  
pp. e82-90
Author(s):  
Danya Traboulsi ◽  
Jori Hardin ◽  
Laurie Parsons ◽  
Jason Waechter
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Skill Acquisition ◽  
Demographic Data ◽  
The Self ◽  
First Year ◽  
Immediate Feedback ◽  
Learning Efficiency ◽  
Post Test ◽  
First Year Medical Students

Background: Deliberate practice is an important method of skill acquisition and is under-utilized in dermatology training. We delivered a dermatologic morphology training module with immediate feedback for first year medical students. Our goal was to determine whether there are differences in accuracy and learning efficiency between self-regulated and algorithm-regulated groups. Methods: First year medical students at the University of Calgary completed a dermatologic morphology module. We randomly assigned them to either a self-regulated arm (students removed cases from the practice pool at their discretion) or an algorithm-regulated arm (an algorithm determined when a case would be removed). We then administered a pre-survey, pre-test, post-test, and post-survey. Data collected included mean diagnostic accuracy of the practice sessions and tests, and the time spent practicing. The surveys assessed demographic data and student satisfaction. Results: Students in the algorithm-regulated arm completed more cases than the self-regulated arm (52.9 vs. 29.3, p<0.001) and spent twice as much time completing the module than the self-regulated participants (34.3 vs. 17.0 min., p<0.001). Mean scores were equivalent between the algorithm- and self-regulated groups for the pre-test (63% vs. 66%, n = 54) and post-test (90% vs. 86%, n = 10), respectively. Both arms demonstrated statistically significant improvement in the post-test. Conclusion: Both the self-regulated and algorithm-regulated arms improved at post-test. Students spent significantly less time practicing in the self-directed arm, suggesting it was more efficient.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals Implementation of Cooperative Learning Model in Preschool

2016 ◽  
Vol 5 (3) ◽  
pp. 83 ◽  
Author(s):  
Nilüfer Okur Akçay
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Learning Model ◽  
Control Group ◽  
Traditional Teaching ◽  
Sense Organs ◽  
City Center ◽  
National Education ◽  
Jigsaw Method ◽  
And Control

<p>In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample of this study consists of 38 children from the nursery class of Ministry of National Education in Ağrı city center, in 2015-2016 academic years. Two groups determined randomly have been formed. These are: Jigsaw Group (JG, N=20) and Control Group (CG, N=18). In the direction of the goals of this study, a data collection tool has been developed by the researcher to collect data. The test prepared by the researcher to determine the knowledge levels of the students about organs like ear, tongue, eye and skin and senses like hearing, smelling, tasting, seeing and sensing has been used. As a result of the obtained data, it has been determined that cooperative learning model is more effective in teaching the sense organs subject to the children compared to the traditional teaching method.</p>

scholarly journals Question formulation skills training using a novel rubric with first-year medical students

2021 ◽  
Vol 109 (1) ◽  
Author(s):  
Jonathan Eldredge ◽  
Melissa A. Schiff ◽  
Jens O. Langsjoen ◽  
Roger N. Jerabek
Keyword(s):  
Medical Students ◽  
Training Session ◽  
Skills Training ◽  
Average Score ◽  
First Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Based Medicine ◽  
First Year Medical Students ◽  
Instructional Session

Objective: The research used an assessment rubric to measure medical students’ improvement in question formulation skills following a brief evidence-based medicine (EBM) training session conducted by a health sciences librarian.Method: In a quasi-experimental designed study, students were assessed on their pre-instructional skills in formulating answerable EBM questions, based on a clinical scenario, using a rubric. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test.Results: Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an increase of 20.1 points on the 70-point scale, p<0.001.Conclusion: The brief instructional session aided by the rubric improved students’ performance in question formulation skills.

scholarly journals JIGSAW COOPERATIVE LEARNING: A VIABLE TEACHING LEARNING STRATEGY IN AYURVEDA

AYUSHDHARA ◽  
2020 ◽  
pp. 69-73
Author(s):  
Deepali Agrawal ◽  
Neeta Shekokar
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Test Results ◽  
Innovative Method ◽  
Post Test ◽  
Base Method ◽  
Teaching Learning ◽  
Jigsaw Technique ◽  
Day By Day

Teaching and learning are two important pillars in medical education. In lecture base method teachers mere transform all his information about a subject to students, but day by day this method is getting bored. It discourages everyone. Every student doesn’t take part in this type of teaching. Cooperative learning considered as one of the greatest innovative method in teaching. Jigsaw is one of the strategies of cooperative learning. It is successfully used in other faculty to improve education from 1st standard to graduate level but till it is not used in Ayurveda field so the present study was conducted to compare effectiveness of Jigsaw technique with lecture technique for Ayurveda students. Method: A pre-test was performed on the students to ensure their knowledge about that subject. Then relevant topics i.e., Shatkriyakala (first subject) and Nidanpanchak (second subject) were presented to the two groups using mentioned methods. And a post-test was used to measure their learning and assessed it’s satisfactory or not by unpaired t test. Results: More than 90% of the participants agreed with all the items that assessed their satisfaction with what they learnt by using JIGSAW. Conclusion: Cooperative learning for teaching learning process is more effective and satisfactory.

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