scholarly journals Perception of the Faculty Participants Participated in First Teachers’ Training Workshop Conducted at Universal College of Medical Sciences Bhairahawa Nepal

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Piryani Rano Mal
Keyword(s):  
Training Workshop ◽  
Medical Sciences ◽  
Teachers Training

scholarly journals Second Teachers’ Training Workshop: Feedback of the Participant Faculty Members

2021 ◽  
Vol 9 (02) ◽  
pp. 89-93
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Narayan Gautam
Keyword(s):  
Group Work ◽  
Faculty Members ◽  
Development Programs ◽  
Training Workshop ◽  
Medical Sciences ◽  
Teaching Learning ◽  
Almost All ◽  
Teachers Training ◽  
And Training ◽  
Structured Questionnaire

INTRODUCTION: Teachers training is amongst the faculty development programs that facilitates in acquiring, and updating educational skills, thereby improving teaching learning practices. Universal College of Medical Sciences (UCMS) Bhairahawa, Nepal organized second teachers training workshop in September 8-13, 2019. The objective of this study was to seek the immediate reaction of the participant faculty members and assess it MATERIAL AND METHODS: The valid semi-structured questionnaire was used for taking feedback of the participants. The questionnaire was composed of four parts: A) demographic information, B) overall feedback on training workshop, C) feedback on specific group of sessions and D) Feedback regarding strengths, area for improvement, immediate impact and application in practice. Data was analyzed using SPSS version 21.  RESULTS: The participants rated training on scale 1-10 (1=poor, 10=excellent) regarding its usefulness (7.88±1.58), content (7.44±1.55), relevance of session & content (7.69±1.49), facilitation (7.25± 1.69) and training as overall (7.94± 1.44). The rating was notable. The rating on Likert scale 1-4 (1= not important, 4= extremely important) for “sessions on curriculum” (3.38±0.50), “sessions on teaching/learning methods” (3.25±0.68), “sessions on PBL” (3.06±0.68), “sessions on microteaching” (3.56±0.51) and sessions on assessment (3.19±0.75) was also remarkable. All participants strongly agreed (4.00±0.0), training has transformed them as better educator. The participants shared adequate content delivered systematically, group work exercises were best resources, and resource persons were friendly and competent, and suggested to reduce time of training and include more group work. Almost all participants except one perceived training has enormous impact on them academically, professionally and personally and all committed what’s learnt/acquired will apply in practice. CONCLUSION: Overall, reaction of the participants was constructive and they acknowledged the importance of training and agreed training has transformed them as better educators. Almost all participants perceived training has immense impact on them academically and they committed what’s learnt will apply in practice.

scholarly journals Self-reported Confidence of the Dental Faculty Participants of “Training Workshop on Objective Structured Clinical Examination (OSCE)”

2020 ◽  
Vol 8 (1) ◽  
pp. 34-39
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Nitasha Sharma
Keyword(s):  
Clinical Examination ◽  
Clinical Skills ◽  
Health Professions ◽  
Assessment Tools ◽  
Objective Structured Clinical Examination ◽  
Demographic Information ◽  
Training Workshop ◽  
Medical Sciences ◽  
Course Content ◽  
Structured Questionnaire

Background and Objectives: Objective Structured Clinical Examination (OSCE) is one of the assessment tools used to assess the clinical skills. Health Professions Training Committee (HPTC), Universal College of Medical Sciences (UCMS), Bhairahawa, Nepal organized 2-days Training Workshop on OSCE in Feb 13-14, 2020 for dental faculty. The objective of this study was to assess the feedback of the participants of training workshop on OSCE and their self-reported confidence using retro-pre-questionnaire. Material and methods: The feedback was taken on the pretested semi-structured questionnaire comprised of four parts: A. Demographic Information, B. Overall feedback on the training workshop- (closed-ended questions), C. Feedback on specific sessions conducted in the training workshop on retro-pre-questionnaire and D. Feedback on good points/strengths of the raining workshop and areas for improvement- (open-ended questions). Analysis was done with SPSS-21. Results: The rating of the participants on training workshop for usefulness, course content of training, relevance of session & content, facilitation and overall was notable. Participants’ self-reported confidence remarkably enhanced after participation in the training workshop(before vs after)on all four skills; develop blueprint for the assessment (1.33±0.5 vs 3.33±0.50), develop blueprint and test map for OSCE (1.22±0.44 vs 3.11±0.33), develop OSCE station (33±0.70 vs 3.67±0.50) and conduct OSCE examination (1.22±0.67 vs 3.33±0.50). Participants stated “the training workshop was interactive and participatory” and suggested to include more dental related tasks in training. Conclusion: Overall the feedback of the participants was positive and noteworthy. Participants’ self-reported confidence remarkably enhanced after participation in the training workshop.

scholarly journals Training teachers to teach bioethics: evaluation using Kirkpatrick model

2018 ◽  
Vol 5 (2) ◽  
pp. 103-106
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Shital Bhandary
Keyword(s):  
Core Curriculum ◽  
Descriptive Analysis ◽  
Faculty Members ◽  
Written Feedback ◽  
Training Workshop ◽  
Group Discussions ◽  
Practice Teaching ◽  
Kirkpatrick Model ◽  
Teachers Training ◽  
Structured Questionnaire

Bioethics helps define the values and guidelines governing decision making in health profession practice. Teaching ethics to medical students demand teachers trained in bioethics. With this aim, “Teachers Training Workshop on Bioethics” was arranged with the objective to get feedback from the participants on effectiveness of bioethics teaching. Twelve faculty members participated in four days Teachers Training Workshop on Bioethics during Dec 27-30, 2016, at Patan Academy of Health Sciences, Nepal. Sixteen thematic topics were chosen from UNESCO Bioethics Core Curriculum. There were four rounds of presentations, and each round had four topics. Small group discussions, presentations and case scenarios were main methods used in the training. Written feedback was taken on semi-structured questionnaire with items- four closed ended and three open ended. Descriptive analysis was done.  The level of confidence of the participants after participation in training workshop enhanced for teaching Bioethics, taking ethical decision and resolving ethical dilemma. As per participants open ended responses, “Active participation of the participants” and “Interactive sessions” were good points whereas “More references required, not only of UNESCO curriculum” was the area for improvement. The training enhanced overall confidence level of the participants.

scholarly journals Evaluation of teachers training workshop at Kirkpatrick level 1 using retro–pre questionnaire

2018 ◽  
Vol Volume 9 ◽  
pp. 453-457 ◽  
Author(s):  
Rano Piryani ◽  
Govinda Prasad Dhungana ◽  
Suneel Piryani ◽  
Mamata Sharma Neupane
Keyword(s):  
Training Workshop ◽  
Level 1 ◽  
Teachers Training

scholarly journals Parents and Teachers Intervention for Children with Attention Deficit Hyperactivity Disorder Abstract

2021 ◽  
Author(s):  
maede Hosseinnia ◽  
Maryam Amidi Mazaheri ◽  
zahra Heidari
Keyword(s):  
Educational Intervention ◽  
Test Group ◽  
Adhd Symptoms ◽  
Medical Sciences ◽  
Education Department ◽  
Control Data ◽  
Hyperactivity Disorder ◽  
Before And After ◽  
Teachers Training ◽  
And Control

Abstract Background: this study evaluated the effect of parents and teachers educational intervention to decrease the ADHD symptoms in children. Method: Seventy-two children and their parents and teachers participated in this quasiexperimental study and randomly divided into two groups of test and control. Data collected by CSI4-questionnaire. Parents and teacher in test group participated in training sessions. Student’s ADHD symptoms were assessed before and after the educational intervention. Results: Two mounts after the intervention, based on parent and teacher report, the ADHD symptoms was decreased significantly only in test group students. Conclusion: parents and teachers training and developing appropriate strategies can diminish ADHD symptoms in all three aspects including inattention and reduce the side effects of ADHD. Trial registration: The study was approved by the by the Research Deputy of Isfahan University of Medical Sciences. In addition, The Ethical Committee of Isfahan University of Medical Sciences approved the study proposal. (ID code: IR.MUI.RESEARCH.REC.1398.297). The required permission from Education Department of Isfahan City was attained. Participation in the study was voluntary. Before taking part in the study, selected teachers provided written consent also study goals were described to them.

scholarly journals Design of a teachers’ training workshop for improving technology integration skills

2017 ◽  
Author(s):  
Madhuri Mavinkurve ◽  
Mahesh Patil
Keyword(s):  
Learning Strategies ◽  
Circuit Simulation ◽  
Peer Instruction ◽  
Training Workshop ◽  
Undergraduate Level ◽  
Circuit Simulator ◽  
Second Year ◽  
Applied Education ◽  
Teachers Training ◽  
The Impact

Educationists and researchers recommend integration of simulations in classrooms to promote student-centric constructivist learning. The simulations need to be carefully designed toward improvement ofconceptual understanding of students. In this paper, we report on a training workshop for teachers with the specific goal of imparting simulation integration skills for classroom teaching. In the workshop, we used SEQUEL, a freely downloadable circuit simulator, and focused on electronic circuits taught typically at the second-year undergraduate level. We applied education technology principles as well as constructivist alignment methods to design the workshop. In particular, collaborative learning strategies such as think-pair-share and peer instruction were covered specifically for the intended simulation integration. Furthermore, application of the flippedclassroom model in the context of circuit simulation was explained to the participants. We report on the workshop design in detail and report the impact of the training  workshop on integration skills of the teachers. We found that teachers (N=15) perceived the workshop to be usefulin designing their aligned lesson plans. Teachers also reported their field study in which they found improved motivation of students to solve  electronics circuit problems.

scholarly journals Inquiry survey regarding awareness of the faculty members about curriculum

2018 ◽  
Vol 8 (2) ◽  
pp. 1-5
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Gopendra Prasad Deo
Keyword(s):  
Health Professionals ◽  
Faculty Members ◽  
Research Center ◽  
Training Workshop ◽  
Medical College ◽  
Teachers Training ◽  
Medical Colleges

Introduction: The main objectives of this inquiry survey were to get information from the participants of 4th, 5th & 6th teachers training workshop about the types of curriculum implemented in medical colleges in Nepal and whether they possess the copy of curriculum and study it. Methods: Inquiry survey regarding awareness of the faculty members about curriculum was done during 4th, 5th & 6th teachers training workshop held in February 27–March 3, 2016, September 5–10, 2016, and March 25- 30, 2017 respectively at Health Professionals’ Education and Research Center, Chitwan Medical College, Bharatpur, Nepal. Questionnaire was developed and piloted in 3rd teachers training workshop held in July 26–31, 2015 and subsequently used in 4th,5th & 6th workshop for inquiry survey. Results: Around 20% participants didn’t respond to question 1 (What types of curriculum is being implemented in medical colleges in Nepal?) and 2 (whether they possess the copy of curriculum and study it?), while around 11% and 18% had no idea on question 1 & 2 respectively. Response of around 20% participants on question 1 & 2 was acceptable while response of around 48% and 42% participants on question 1 & 2 respectively was vague. Two of 45 participants possessed the copy of curriculum while seven of 43 participants seen the curriculum. All participants agreed to have copy of curriculum and understand it. Conclusion: Majority of the participants didn’t aware of the curriculum, so authors recommended to management to provide copy of curriculum to faculty members and students too.

scholarly journals Proposing the Incorporation of Basic Medical Sciences into the Curriculum for Basic Education Training

2021 ◽  
pp. 11-17
Author(s):  
U. S. Aguwa ◽  
O. F. Ovie ◽  
F. S. Onwuelingo ◽  
D. I. Okonkwo ◽  
M. O. Ogbonnaya ◽  
...  
Keyword(s):  
Sampling Method ◽  
Basic Education ◽  
Medical Science ◽  
Control Group ◽  
Medical Sciences ◽  
Total Study Population ◽  
Business Teachers ◽  
Research Population ◽  
Teachers Training ◽  
Basic Medical

Health is everyone’s business. Teachers are essential channels for transmitting societal values to the younger generation. To achieve this, attention must be paid to proper curriculum in teachers’ training. This study was designed to ascertain empirically the level of knowledge of teachers on the basics of medical sciences and to propose the introduction of Basic Medical Sciences in the curriculum for teachers training in Nigeria. The research design is a descriptive non-experimental survey. The research population was students of post-graduate diploma in Education (PGDE) and the sampling method was the random sampling method. The total study population is 1031 and the sample size is 165 determined by the method of Krejcie and Morgan. The control group was drawn from 80 students in 2nd semester 200 level of Anatomy, Physiology and Medicine & Surgery departments. The research instrument is a questionnaire. A total of 250 questionnaires were distributed, 234 returned but 12 were disqualified due to improper filling. Therefore 222 (88.8%) was used for the study. Our results showed that male respondents scored an average of 47.66% as against 88.91% from the control group. Female respondents scored an average of 43.70% asagainst 74.91% by the female control group. Respondents on the average scored 43.28% in Anatomy related questions and 49.49% in physiology related questions. It was concluded that knowledge of basic medical sciences among teacher-trainees in Nigeria is deficient. On this basis we propose the incorporation of Basic Medical Science in teachers’ training curriculum in Nigeria.

The Commitment of the Documentation Service of the Swiss Academy of Medical Sciences for the Impartment of Evidence Based Medicine

Swiss Surgery ◽  
1999 ◽  
Vol 5 (4) ◽  
pp. 183-185
Author(s):  
Bleuer
Keyword(s):  
Evidence Based Medicine ◽  
Cochrane Library ◽  
Evidence Based ◽  
Medical Sciences ◽  
Based Medicine

Die mit dem Aufkommen der elektronischen Medien einhergehende Informationsflut hat die Erwartungen an den Dokumentationsdienst (DOKDI) der Schweizerischen Akademie der Medizinischen Wissenschaften verändert: Insbesondere Evidence Based Medicine (EBM) verlangt nicht nur die Beschaffung von Information, sondern auch eine Selektion hinsichtlich Qualität und Relevanz: Die sich aus der klinischen Situation ergebende Frage fordert eine Antwort, die inhaltlich richtig ist und in der konkreten Situation auch weiterhilft. Dem Ideal, sich durch kritische Lektüre der Originalarbeiten ein Bild über die vorhandene Evidenz für die Richtigkeit eines bestimmten Prozederes zu verschaffen, stehen in der Praxis meist Zeitmangel und methodische Schwierigkeiten im Weg; man wird sich deshalb oft auf die durch andere erarbeitete Evidenz abstützen müssen und z.B. die Cochrane Library konsultieren. Der DOKDI engagiert sich sowohl bei der Erarbeitung von systematischen Übersichtsarbeiten als auch bei der Dissemination der gefundenen Evidenz, indem er seine Erfahrung in der Dokumentation mit elektronischen Medien und die entsprechende Infrastruktur zur Verfügung stellt. Als Ergänzung zu diesen Aktivitäten hat die Akademie einen Grant zur Ausbildung von EBM-Tutoren gesprochen. In einem einwöchigen Kurs in Oxford werden Kliniker zu EBM-Tutoren ausgebildet: Dies wird zukünftig ermöglichen, vermehrt EBM-Workshops in der Schweiz durchzuführen.

Sign in / Sign up

Export Citation Format

Share Document